Maths Answer Year 9

Unit 1 Significant figures, powers
and standard form

9 a
1.1 STEM: Powers of 10
Name of
1 102 = 100, 103 = 1000, 104 = 10 000, Length (m) Width (m)
organism
105 = 100 000
dust mite 0.00 042 0.00 025
2 a 45 b 2360 c 84.3
d 14 500 e 27 f 4.685 bacteria 0.000 002 0.0 000 005
g 0.35 h 0.045 virus 0.0 000 003 0.000 000 015
3 b dust mite c virus
10 0.0 000 001 mm
100 000
10 000
1 1 1 1 1
1000
100
10
10 100 1000 10000 100000

1.2 Calculating and estimating
1 a 56 b 82 c 73
2 a 16 b 49 c 9 d 100
10−1
10−2
10−3
10−4
10–5
105
104
103
102
100
10
3 Students’ own estimations to:

a 97 ÷ 4, e.g. 100 ÷ 4 = 25
b 12.3 × 10.2, e.g. 12 × 10 = 120
4 a c 18.6 ÷ 5, e.g. 20 ÷ 5 = 4
4 18
10−1
10−2
10−3
10−4
10–5
105
104
103
102
100
10
5 a 40 b 36 c 1250 d 360
.
6 112
7 Rashid is correct. Sarka has squared −5 to get
−25 instead of +25.
centi
deci
milli
kilo
8 14 + 42 and 14 + (−4)2
14 − 42 and 14 − (−4)2
b 1000 c 1 000 000 25 – 22 – 62 and 25 – 22 – (–6)2
d 1 000 000 000 25 – (–2)2 + 62 and 25 – 22 + (–6)2
5 a 4000 b 2 400 000 9 a 12 b 48 c 10 d 48
c 12 500 000 000
10 a 47.37 b 0.007 c 580 000
6 a 1 000 000 b 1000 c 1000
11 a 40 × 500 = 20 000 b 6000 × 30 = 180 000
d 1000
c 900 ÷ 30 = 30 d 50 000 ÷ 200 = 250
7 a 1
12 a 3 b 160 c d 1800
Average 2
Name of Diameter of
distance from
planet planet (km) 13 43.8 m3
Sun (km)
14 a Students’ own answers: any two numbers
Mercury 4 900 57 900 000
such that 665 ≤ number < 675
Earth 12 800 150 000 000
b 674 c 665
Saturn 120 000 1 427 000 000 15 a
b Saturn c Mercury
Mercury
Uranus
Venus
Earth
Mars
8 110 tonnes Planet
Diameter
5000 10 000 10 000 7000 50 000
(km)
b 45 000 km
16 40 000 × £30 = £1 200 000
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free. 1
1.3 Indices 6 a
1 a 39 b 74 c 43 d 212 Distance from
Object
e 1121 f 525 g 29 h 39 Earth (Light years)
i 57
Centre of our galaxy 2.6 × 104
1 1
2 a 3−2 = b = 3−1 Andromeda (a 2.5 × 106
9 3
neighbouring galaxy)
1 1
c 6−2 = d 13−2 =
36 169 Betelgeuse 6 × 102
1 1 (a star of Orion)
e 4−3 = f = 3−4 = 9−2
64 81
b No, it is further away.
1
g = 8−2 = 4−3 = 2–6
64 7 a 3.59 × 102, 9.87 × 102, 1.9 × 103,
1 1.95 × 104, 8.65 × 104
h 5−1 =
5 b 8.05 × 10–6, 3.99 × 10–5, 5.3 × 10–3,
3 a 103 b 42 c 11−7 d 77 8.76 × 10−3, 4.8 × 10–2
e 6−6 f 8−4 g 9−10 h 128 c 3.2 × 10–3, 3.22 × 10–3, 3.22 × 10–2,
1 3.02 × 102, 3.22 × 102
4 a i 3−3 ii
27 8 a
b i 43 ii 64 Planet Mass (kg)
−2 1
c i 5 ii Earth 5.97 × 1024 kg
25
1 Jupiter 1.899 × 1027 kg
d i 2−4 ii
16
Mars 6.42 × 1023 kg
1 9 27 16
5 a b c d
9 16 125 81 Mercury 3.3 × 1023 kg
6 a (104 ) = (52)
2 2
b (73) 2
Neptune 1.02 × 1026 kg
Saturn 5.685 × 1026 kg
c (85) 2
d ( 24) = (12)
3 3
Uranus 8.68 × 1025 kg

e (52) 4
f (13) 3
Venus 4.87 × 1024 kg
b Approximately 10 times heavier
7 a
1
8
b (12) 3
c Saturn
9 Gold, aluminium, helium
1.4 Standard form
10 a i 0.000 062 5 m ii 0.062 5 mm
1 a 250 b 0.073 c 0.406
b i 0.000 000 18 m ii 0.000 18 mm
d 0.009 55
2 a 23 400 b 2 c 3 d 6.7 1.5 Calculating with standard form
3 a, b, e and f 1 a 5.9 × 104 b 6.01 × 10–2
4 a 700 b 0.000 025 c 7.2 × 10–8 d 5.323 × 103
c 5 400 000 d 0.003 04 2 a 10–1 b 10–5 c 104 d 10–3
5 a 2.35 × 104 b 3.15 × 102 3 a 3.6 × 105 b 7.5 × 108
c 1.2 × 107 d 4 × 10–2 c 2.5 × 106 d 1.44 × 106
e 3.5 × 10–4 f 9.01 × 10–8 4 a 2 × 106 b 4 × 102
c 4 × 104 d 1.6 × 10
5 a 6.1536 × 1011 b 2.2 × 105
6 a i 300 000 km/s ii 3 × 105 km/s
b 8 minutes
7 8.82 × 105 : 1
8 a No b Yes c Yes Calculating and estimating
9 a 3 a 169 b 5
Approximate 4 a 67.5 b 6
Object
diameter (m)
5 17.9 cm2
Extinct elephant bird 16.67
Indices
Ostrich 10.00
1 1 1
Hummingbird 0.67 6 a b c
125 6 16
Sea star 0.06 7 a 10–1 b 3–3 c 3–6 d 7–3

Human 0.008
Standard form
b Students’ own answers. A typical student
8 a 3.45 × 102 b 3.45 × 104
answer could refer to the fact that all models
are visible, though the elephant bird egg might c 5 × 103
be too big to display. However, the ostrich and 9 7.231 × 10–3
elephant bird eggs would be difficult to hold.
10 3.2 × 10–5, 3.2 × 10–3, 3.1 × 10–2, 3.22 × 103
10 0.2 mm (= 0.00 02 m)
3.022 × 104
11 3.3 × 10–7 mm
Calculating with standard form
12 a 680 000 b 82 000 (= 81 967.213 11)
11 a 8.2 × 10–3 b 4 × 101
c 3 × 1010 red light rays
12 a i 6.3 × 10–2 ii 0.063
13 5 × 10–4
b i 4.4667 × 106 ii 4 466 700
14 4 × 10–7 m (= 0.000 000 4 m)
13 35%
15 2 mm (= 2.419 2 mm)
14 Students’ own answers
16 a 6.55 × 108 b 1.685 × 106
c 1.1 × 10–3 d 4.32 × 107 1 Strengthen
e 2.63 × 10–3 Powers of 10
17 a 3.3 × 10–7 b 5.1 × 103 1 a kilo (k) = 103 = 1000
c 5.05 × 106 d 6.41 × 10–3 b mega (M) = 106 = 1 000 000
c giga (G) = 109 = 1 000 000 000
18 3.7 × 10–7 m
2 a 6 500 000 000 km b 14 000 000 nm
1 Check up c 0.05 mm d 2.2 Mm
Powers of 10
e 600 000 mm
1 a
3 a 5 000 J b 21 000 W
Prefix Power of 10 Number c 270 000 000 ml d 0.72 mg
giga 109 1 000 000 000 4 a 6100 kHz b 0.69 µm
mega 106 1 000 000
Calculating and estimating
kilo 103 1000
1 a 32.45 with the 3 circled
deci 10−1 0.1 b 0.64 with the 6 circled
−2
centi 10 0.01 c 25 800 with the 2 circled
milli 10−3 0.001 d 0.0782 with the 7 circled.
micro 10−6 0.000 001 2 a 30 b 0.6 c 30 000 d 0.08

3 a 54 000 b 0.74 c 56.6
b 0.005 kilograms and 5 grams
d 0.002 41
5000 kilograms and 5 megagrams
50 000 milligrams and 500 decigrams 4 a 12 000 b 35 000 c 20 d 400
2 2.4 ÷ 107, 8.9 ÷ 105, 4.6 × 104, 2.1 × 105
Indices Enrichment
1 1 8 1.33 × 1019 m3
1 a i 3−3 ii 33
iii 3−3 = 33
1 1 1 Extend
b i 7−2 = 7 2 ii 4−5 = 45
1 a centi 10−2, micro 10−6, giga 109, pico 10−12,
1 1
iii 93 = 9−3 iv 57 = 5−7 kilo 103
b 10−3 milli and 10−1 deci
2 a 7−2 b 34 c 5−3 d 8−4
2 a 1000 g b 1 000 000 J
e 42 f 10−4 g 5−6 h 6−20
c 1 000 000 000 t d 1 000 000 000 000 W
3 a, c, d, f, g, h e 0.1 l
Standard form 3 95.7 cm2
1 a 3700 b 25 000 c 810 4 a 116 b 3–6 c 70 d 5–13

d 54 000 000 3
5 a b 18 c 1.5 d 1
2 a 0.009 3 b 0.073 c 0.000 15 8
d 0.000 004 9 6 a km h–1 b m s–2
3 4
3 a 3.1 × 10 b 2.9 × 10 c kg m–3 d miles h–1
c 7.15 × 106 d 6.9 × 1010 7 1 × 1013
4 a 6.4 × 10–3 b 7.2 × 10–2
1
c 4× 10–6 d 2.1 × 10–8 8 0.12 × 10–2, 1205 × 10–6, 0.00 124, 2
,
8  10
5 a 6.9 × 10–7, 3.7 × 10–2, 9.4 × 102, 1.8 × 105 1.26 × 10–3
2
b 4.2 × 10–2,
2.44 × 10–1, 4× 10–1, 2.4 × 10 , 9 a 4 b 10 c 2
4.22 × 102
10 E 1.62 × 10–4, C 1.656 25 × 10–4, B 1.69 × 10–4,
Calculating with standard form D 1.691 × 10–4, A 1.702 × 10–4
1 a 7.8 × 109 b 3.4 × 108 11 a 5 × 10–10 b 1.25 × 10–8

c 1.25 × 1011 d 3 × 103 c 2.5 × 104 d 6.25 × 103
e 2.6 × 10–4 f 2.5 × 103 12 a 1 × 109
2 a 1.1538 × 1013 b 3.441 × 108 b An increase of 7.499 × 1010, or 7500 times as
many (roughly 10 000 as many)
c 9 × 107 d 6 × 10–6
13 106 × (200 × 10–9) = 2 × 10–1 m so it would be
3 500 s
visible to the human eye if the particles were end
4 Students’ own answers, for example: to end.
a There are 256 pages in the book, which is Even if a million particles were arranged in a
circle, one particle deep, they would still have a
128 sheets of paper.
diameter of 1.13 × 103 particles and their group
b The thickness of 256 pages is 11 mm. would be 1.13 × 103 × (200 × 10–9) =
(Don’t measure the front and back covers.) 2.26 × 10–4 m wide, so would also be visible.
11 14 a 4.3 × 1014 m b 6.5 × 1014 m
c One sheet of paper is = 8.59 × 10–2 mm
128 1
 1
(to 3 s.f.). 15 a All equal 0.125    , except 8 = 64
–2
d 8.6 × 104 nm (to 1 d.p.)  8

2
5 St Lucia, Iceland, New Zealand, UK, Japan, 1 1
and   =
Brazil 16
4
6 a 326 300 b 3.99 × 108 (3 s.f.) b Students’ own answers, for example:
c 356 (3 s.f.) 1
2 1 1
7 a 1.098 × 1030 b 1837  1  1 2  1  2  
  ,9 ,3 ,   ,81 , 729
2 3
3  81 
16 a Bangladesh, Pakistan, India, China
b 1.19 × 108
c Roughly 7 times (6.63 times, to 3 s.f.)
d 2.9566 × 109
e 36% (to 2 s.f.)
1 Unit test
1 $12 million
2 a 3.6 b 435
3 a 10 000 b 90
4 a 8.2 × 102 b 9.15 × 10–5
5 1.21 × 10–4, 1.24 × 10–2, 1.24 × 10, 1.2 × 102,
1.23 × 103
6 a 4 × 105 b 1.25 × 10–2
7 a 1.24915 × 10–4 b 9.6 × 1010
8 a 6–1 b 3–2 c 7–6
d 1
9 a {1 000 000 000, 109, giga, G}
{1 000 000, 106, maga, M}
{1 000, 103, kilo, K}
{0.001, 10−3, milli, m}
{0.000001, 10−6, micro, µ}
{0.000 000 001, 10−9, nano, n}
b i 9 000 000 000 J
ii 13 000 W
iii 8 500 000 s
10 a 1000 b 5.97 × 1021
c 9.95 × 1020
d 9.95 × 1020, 3.17 × 1023, 1.07 × 1020,
5.5 × 1019, 1.7 × 1022, 9.48 × 1022,
1.45 × 1022, 8.12 × 1020
Unit 2 2D shapes and 3D solids
5 a i ii 372 cm2
2.1 Surface area of prisms
1 a 14 cm² b 16 cm² or 1600 mm²
c 17.5 cm² d 34 cm²
2 a i ii 24 cm2
b i ii 301.6 cm2
b i ii 46 cm²
6 7.56 m²
7 324 cm²
8 9.5 cm
2.2 Volume of prisms

1 a 7.5 cm² b 43.75 cm²
c 880 mm² d 24 cm² e 3150 mm²
3 a 2 a 280 cm³ b 140 cm³ c 20 cm²
3 a i 7 cm² ii 35 cm³
b i 10.8 cm² ii 162 cm³
4 a 432 cm³ b 196 cm³
5 8 cm
6 a 33.75 cm² b 201.75 cm²
7 Any 3D shape with a volume of 36 cm³
8 a 95.25 m² b 1428.75 m³
c 1 428 750 l
b 6 cm², 28 cm², 6 cm², 21 cm², 35 cm²
c 96 cm² 2.3 Circumference of a circle
4 a A, C, E 1 a i 4.3 ii 4.33
b A triangle, C pentagon, E trapezium b 937 cm
c 75 mm
2 a 18 cm b 4.5 cm c 11 cm d 2.5 cm
3 a, b, d, e 9
Pizza Pizza Area per
Cost
diameter area £1
8 inch 50.3 in² £5.99 8.4 in²
10 inch 78.5 in² £7.99 9.8 in²
12 inch 113.1 in² £9.99 11.3 in²
The 12 inch pizza is the best value as it provides
the most pizza per £1.
c OP or OQ 10 a 5.1 cm b 4.7 cm
f No, the line does not go through the centre.
11 a Area of whole circle = 32 m², radius = 3.2 m
4 a 6 cm b 8.4 cm
b Area of whole circle = 28 cm², radius = 3.0 cm
5 a 12π cm b 4π cm c 14π cm d 10π cm
12 a 2.5 m b 7m c 49 m²
6 a 11.8 mm b 96.4 m c 1087.0 km
13 10591 m²
7 a i 25.1 cm ii 1 iii 12.6 cm
2 14 a 13.7 cm² b 122.5 cm²
b i 44.0 cm ii 1 iii 11.0 cm 15 (4437 – 337.5π) mm2
4
8 a i π cm ii (4 + π) cm 2.5 Cylinders

b i 4π cm ii 4(2 + π) cm 1 a i 31.4 cm ii 78.5 cm2
9 200.11 m b i 22.0 cm ii 38.5 cm²
10 Yes, 62.8 cm and 31.4 cm 2 a 96 b 3 c 4
11 628 lights 3 96 cm³
12 76 mm 4 a
13 2 cm
2.4 Area of a circle

1 a 16 b 100 c 5
3
d or 1.5
2
2 a x = 12.6 b A = 254.3
c p = 4.5
3 a 16π cm² b 4π cm²
b 125.7 cm², 50.3 cm², 50.3 cm²
c 49π cm² d 9π cm²
c 226.2 cm²
4 a 254.5 cm² b 834.7 cm²
5 a
c 1134.1 mm² d 16.3 m²
5 a 49π cm² b 24.5π cm²
c 12.25π cm²
6 a 190.1 cm² b 17.3 cm²
c 27.7 cm²
7 a 850.1 cm² b 113.1 cm²
c 26.1 cm² d 127.3 cm²
8 201.1 cm², 50.3 cm². No, the area is 4 times as
large.
b πr², πr², 2πrh

c Total surface area of cylinder = 2πr² + 2πrh
6 a 207.3 cm² b 483.8 cm² Cylinders
7 a i 78.5 cm² ii 706.9 cm³ 9 a Volume = 115.45 cm³
b i 201.1 cm² ii 603.2 cm³ b Surface area = 142.94 cm²
c i 7.1 cm² ii 63.6 cm³
Pythagoras' theorem
8 a Students’ own answer, for example: ‘The tall,
thin one because the area of each one is 10 a 25 cm b 8.5 cm
small.’ OR ‘The shortest one because the 2 Strengthen
area around the middle is small.’ Surface area and volume of prisms
b A 125.7 cm², B 75.4 cm², C 106.8 cm²
1 a
9 Capacity of the saucepan is 4084.1 cm³, which is
more than 4 litres, so the claim is correct.
2.6 Pythagoras’ theorem

1 a 73 b 90.1 c 11.4 d 2.8 b 24 cm²
2 a Students copy diagram on centimetre squared 2 216 cm²
paper
3 168 cm³
b a = 20 mm, b = 40 mm, c = 45 mm
c 45 mm Circumference and area of a circle
3 a AB b DF c HI d KJ 1 a r = 5 cm, d = 10 cm
4 a 8.1 cm b 6.7 cm c 8.2 cm b r = 8 cm, d = 16 cm
5 12.04 m 2 a 7 cm
b C=π×7
6 b, c
c 22.0 cm
7 a 4.4 cm b 11.3 cm c 4.6 cm
3 a i 2
8 h = 7.4 cm Area = 11.1 cm²
ii 2
9 h = 11.6 cm Area = 34.9 cm² iii 2
10 6.2 m b i 13π cm
11 a 64 cm² b 11.3 cm ii 17π cm
c 128 cm², double the area 4 a 2.5 cm
d 450 cm² b 2.5
12 a 7.2 cm c 6.25π cm²
b i 5.8 cm ii 10.8 cm iii 6.1 cm 5 a 36.3 cm²
b 66.5 cm²
2 Check up
Surface area and volume of prisms 6 a 1
2
1 A = 510 cm² V = 450 cm³ b 78.5 cm²
2 15 cm c 39.3 cm²
3 a 144 cm³ b 132 cm² d 31.4 cm
e 15.7 cm
Circumference and area of a circle f 25.7 cm
4 a i 37.7 cm ii 113.1 cm² 7 a 30.2 cm²
b i 34.6 cm ii 95.03 cm²
b 22.1 cm
5 a 33.24 cm² b 23.65 cm
8 217.1 cm²
6 20π cm
7 25π cm²
8 300π cm²
Cylinders 2 a Method A
1 a, b 1 7 cm 2 49 cm²
3 6 cm² 4 25 cm²
Method B
1 5 cm 2 25 cm²
b Students’ own answer, for example: ‘Method
B because once I worked out x, the rest of the
question was straightforward.’ OR ‘Method A
because I just had to work out the different
areas.’
2 Extend
c circular faces = 12.6 cm² each, 1 a 75.4 cm b 37.7 cm
rectangle = 75.4 cm²
2 a 113.1 cm² b 144 cm²
d 100.5 cm²
c 78.5 % d 50.3 cm², 64, 78.5%
e 75.4 cm³
3 a She left π in the answer.
Pythagoras’ theorem b C = 11 π cm, A = 30.25 π cm²
1 a 6.1 cm b 91 mm c 5.7 cm 4 a Students’ own answers
2 a i, ii b C ≈ 7.9 cm c d ≈ 2.5 cm
d, e Students’ own answers
5 a i 4.6 m ii 21.7 rotations
b i 92.6 cm ii 14.7 cm
6 a 3 cm b 7.6 cm
c 22.8 cm² d 36 cm²
e 127.2 cm² f 84 cm³
7 a 149 cm b 74.6 km
iii 8.5 cm 8 a 6x = 360º, so x = 60º
b i, ii b x + 2y = 180º, so y = 60º
c Equilateral d 4.3 cm
e 10.8 cm² f 64.9 cm²
9 a 9.1 cm b 18.2 cm2
iii 7.3 cm 10 a i 40.8 cm ii 183.8 cm²

b i 5.2 cm ii 15.7 cm²
c i, ii
11 a Shape a
i Surface area = 270 cm²
ii Volume = 210 cm³
Shape b
i Surface area = 301.2 cm²
ii Volume = 233.8 cm³
b Shape b
iii 8.2 cm 12 a i AB = 7.1 cm ii BC = 10 cm
3 a 7.5 cm b 85.6 mm c 10.8 cm iii AC = 7.1 cm
4 a 11.5 cm² b 60 cm² c 27.7 cm² b Isosceles
13 a 4.5 cm b 0.086 cm
Enrichment
14 a 9.95 cm b 10.30 cm
1 48π cm²
2 Unit test
1 a i 12.57 cm ii 12.57 cm²
b i 267.04 mm ii 5674.50 mm²
2 a 8π cm² b 4π + 8 cm
3 a i V = 36 cm³ ii A = 84 cm²
b i V = 80 cm³ ii A = 140 cm²
4 a 10.8 cm b 7.42 cm
5 22.2 cm²
6 7.62 cm
7 15 cm²
8 a 70.7 cm³ b 103.7 cm²
9 a A
i 12 cm
ii 6 cm
iii 70.69 cm²
iv 113.10 cm²
B
i 6 cm
ii 3 cm
iii 28.27 cm²
iv 113.10 cm²
C
i 3 cm
ii 1.5 cm
iii 7.06 cm²
iv 113.10 cm²
b Shaded area is the same for all three.
Unit 3 Quadratics
8 a –4, 4, –4, 4, –4
3.1 Arithmetic and quadratic sequences
b 0.5, 0.05, 0.005, 0.0005, 0.000 05
1 a 6, 12, 18, 24, … 60 b –6, –5, –4, –3, … 3
1 1 1 1 1
c 5, 8, 11, 14, … 32 d –1, 1, 3, 5, … 17 c , , , ,
2 4 8 16 32
2 a 5n b n+4 c 3n – 1 d 4n – 7 1 3 9 27 81
d , , ,
3 a Arithmetic b Not arithmetic 4 16 64 256 1024
c Arithmetic d Arithmetic
e Not arithmetic
3.3 Expanding
4 a 1, 4, 9, 16, … 100 b 3, 12, 27, 48, … 300 1 a 7x + 10 b 6a – 24 c 5z – 9 d –7t + 7

c –2, –8, –18, –32, … –200 2 a 2x3 + 7x b 12y – 2y2 c b3 + 3b2 + 2b + 3
d 5, 20, 45, 80, … 500 d 3w4 – 2w3 – 2w2 – 6w
5 a 6, 12, 22, 36, … 204 b 0, 9, 24, 45, … 297 3 a x2 + 5x + 6 b y2 + 5y + 6
c 4, –5, –20, –41, … –293 c d2 + 7d + 10 d m2 + 7m + 12
d –1, 11, 31, 59, … 395 e v2 + 9v + 18 f h2 + 13h + 42
6 a i 11, 16, 21, 26, … 56 ii Arithmetic 4 a p2 + p – 6 b w2 – w – 6
b i –4, 2, 12, 26, … 194 ii Quadratic c x2 + 2x – 8 d e2 + 3e – 18
c i –4, –2, 0, 2, … 14 ii Arithmetic e s2 – 10s + 16 f j2 – 9j + 20
d i 98, 92, 82, 68, … –100 ii Quadratic 5 Kari is right. Adam makes mistakes adding and
7 T(5) = 55; T(10) = 205. T(10) is not double T(5) multiplying negative terms.
because it is a quadratic sequence and because 6 a x2 + 10x + 25 b x2 + 12x + 36
there is a constant term added (+5). c x2 + 14x + 49 d x2 – 2x + 1
8 a 8, 10, 12 b + 2 c 2n + 2 e x2 – 8x + 16 f x2 – 14x + 49
d The common difference is the coefficient of n. 7 a 5x2 + 4x – 16 b n2 – 18n – 28
9 a 24 b 36 c 6n + 6 8 Both expand and simplify to n2 + 6n – 10.
3.2 Geometric sequences 9 a a2 b a2 – b2 c It is b2 less.
1 1 1 3 10 a 2x2 – 3x – 35 b 2x2 – 10x + 12

1 a b c d
4 8 16 8 c 2x2 + 12x – 14 d 6x2 – 24
e 8x2 – 2x – 15 f 9x2 – 45x + 56
2 a 0.3 b 0.03 c 0.09 d 0.003
11 a 9x2 + 42x + 49 b 4x2 – 16x + 16
3 a 100, 1000, 10 000 b 9, 27, 81
c 25x2 + 60x + 36 d 16x2 + 72x + 81
c 1, 0.1, 0.01 d 100, 50, 25
e 49x2 – 42x + 9 f 64x2 – 144x + 81
e It is between 0 and 1.
12 a 4x2 – 1 b 9x2 – 16 c 4x2 – 25 d c2 – d2
4 3 terms
5 a Arithmetic b Geometric 3.4 Factorising
c Quadratic d Arithmetic 1 a x2 + 8x + 16 b x2 – 6x + 9
e Neither f Quadratic c x2 + 2xy + y2 d 4x2 + 16x + 16
g Arithmetic e 9x2 – 24x + 16 f 4x2 + 4xy + y2
6 29 = 512 2 a x2 – 25 b a2 – 49 c y2 – 4 d x2 – y2
7 a Each term is multiplied by 3 to find the 3 a 4x(x + 3) b 5x(5x2 – 3)
next term. 2
c y (1 – 9y) d 3x2(x2 + 5)
b 319
4 a (x + 4)(x + 3) b (x + 3)(x + 6)
c (x + 2)(x + 7) d (x + 9)(x + 3)
e (x – 2)(x – 1) f (x – 4)(x – 3)
5 a (x + 6)(x – 3) b (x + 6)(x – 2) 4 a 2, 14, 34, 62, … 398
c (x + 11)(x – 3) d (x – 11)(x + 4) b 2, –4, –14, –28, … –196
e (x – 12)(x + 3) f (x – 14)(x + 2) c –8, –17, –32, –53, … –305
6 A = vi B = iv C=i D = viii d –2, –3, –6, –11, … –83
E = ii F = vii G=v H = iii 5 3 terms
7 a (x + 3)2 b (x + 7)2 c (x – 4)2 d (x – 6)2 6 a −3, 3, −3, 3, −3
8 a (x + 5)(x – 5) b (x + 8)(x – 8) b 6, 1.2, 0.24, 0.048, 0.0096
c (x + 9)(x – 9) d (x + 11)(x – 11)
Expanding
e (p + q)(p – q)
7 a x2 + 9x + 14 b x2 + 3x – 40
9 x + 8 and x + 3
c x2 + 2x – 24 d x2 – 16x + 63
10 a He added 7 to one side and subtracted 7
8 No, because there would be a term of –12x.
from the other.
9 a x2 – 4 b x2 – 49 c x2 + 10x + 25
b Square
10 a 2x2 – 9x – 18 b 6x2 + x – 40
3.5 Solving quadratic equations c 12x2 – 41x + 24 d 4x2 – 49
1 x = 6 11 6x2 – x – 2
2 a (x – 1)(x – 2) b (x + 9)(x – 9)
Factorising
c (x – 7)(x + 5) d (x + 5)2
12 a (x + 3)(x + 2) b (x + 9)(x – 2)
3 a x = 4, x = –4 b x = 7, x = –7
c (x – 4)(x – 1) d (x – 9)(x + 5)
c x = 10, x = –10 d x = 8, x = –8
e x = 5, x = –5 f x = 13, x = –13 13 a (x + 3)2 b (x – 5)2 c (x + 7)(x – 7)
4 a x = –2, x = 1 b x = –9, x = –6 14 Length = x + 3, width = x – 7

c x = 4, x = –5 d x = 3, x = –7
Solving quadratic equations
e x = 11, x = –2 f x = 17, x = –3
15 a x = –5, x = –3 b x = –8, x = –3
5 a x = –2 b x = –7 c x=3 d x=5
c x = 6, x = –5 d x = –7, x = 1
6 a 12 m b 8m
16 Milo is 23, Vlad is 18.
7 Bonita is 21, Kalila is 19
8 Bahir is 19, Jamal is 23 3 Strengthen
Arithmetic, quadratic and geometric
9 4 and 6 sequences
10 a x = 6 or –6 b x = 5 or –5 1 a, b, e
c x = 7 or –7
2 a 24, 27, 30 b 120, 122, 124
11 a x2 + 9 = 25 b x = 4 or –4 c 160, 150, 140 d –11, –16, –21
c Two solutions satisfy the equation.
3 a, b, e
3 Check up 4 a 125, 625 b 2, 0.2
1 a Geometric b Arithmetic c 16, 8 d 0.9, 0.09
c Neither d Geometric 5 a 1, 4, 9, 16 b 100
2 a 24, 35, 48 b 23, 34, 47 6 a 5, 8, 13, 20, …104
c 23, 33, 45 d 48, 96, 192 b –2, 1, 6, 13, … 97
1 1 c 4, 16, 36, 64, …400
e 1, ,
3 9 d 10, 19, 34, 55, …307
3 a 4, 16, 36, 64, … 400 e 3, –3, –13, –27, …–195
b –7, –28, –63, –112, … –700
Expanding Enrichment
1 a a2 + 9a + 20 b n2 + 5n + 6 1 a There are 10 different potential answers.
c x2 +11x + 28 d p2 + 5p + 6 b Similarities: they all have a positive x2 term
e y2 + 8y + 7 and a number.
Differences: some of them have x terms,
2 a b2 – 3b – 18 b y2 + y – 12 some do not; some of the x terms are
c x2 – 6x – 16 d a2 – a – 12 negative, some are positive; some of the
e b2 – 11b + 30 f x2 – 8x + 15 numbers are positive, some are negative.
g g2 – 10g + 21 h n2 – 12n + 27
3 Extend
3 a c2 + 14c + 49 b y2 – 10y + 25
1 a 47, 62, 79 b 60, 85, 114
c n2 + 16n + 64 d n2 – 2n + 1
c 114, 174, 246 d –85, –127, –177
e p2 – 12p + 36
2 a 5, 14, 25, 38; 518; 10 598
4 a x2 – 9 b x2 – 4 c x2 – 81 d x2 – y2
b 4, 13, 26, 43; 859; 20 299
5 a 2x2 – 2x – 12 b 2x2 – 9x + 10 c 7, 17, 35, 61; 1565; 39 805
c 2x2 + 5x – 12 d 4x2 + 6x – 28 d 0, –8, –20, –36; –836; –20 196
e 3x2 + x – 10 f 6x2 + 23x – 18 e –5, –15, –33, –59; –1563; –39 803
f –6, 20, 62, 120; 3224; 80 184
Factorising
3 a 5 b 16
1 a i 3 and 5 ii 4 and 7
b i (x + 2)(x + 3) ii (x + 7)(x + 5) 4 a 32 b −3n + 35 c 5
iii (x + 8)(x + 1) iv (x + 6)(x + 4) 5 870
v (x + 8)(x + 3) vi (x + 2)(x + 9) 6 a 15, 21, 28 b Neither
2 a i –2 and –3 ii –3 and –7 7 a 2x – 1 b x – 13
b i (x – 4)(x – 3) ii (x – 2)(x – 4)
8 a x3 + 9x2 + 26x + 24
iii (x – 5)(x – 4) iv (x – 1)(x – 7)
b x3 + 13x2 + 20x – 100
v (x – 11)(x – 4) vi (x – 7)(x – 6)
c x3 – 13x2 + 24x + 108
3 a (x + 2)(x – 4) b (x + 2)(x – 5)
9 a –6x2 – 24x – 24 b –18x2 – 39x – 20
c (x + 3)(x – 6) d (x + 4)(x – 12)
c –15x2 – 47x – 28 d 9x2 + 9x – 54
e (x + 3)(x – 9) f (x + 3)(x – 4)
e 8x2 + 20x + 8 f 12x2 + 36x + 24
4 a (x – 2)(x + 9) b (x – 4)(x + 6)
10 a 4x2 + 16x + 16 b 9x2 – 12x + 4
c (x – 7)(x + 8) d (x – 6)(x + 9)
c 16x2 + 24x + 9 d 25x2 – 60x + 36
e (x – 3)(x + 7) f (x – 3)(x + 8)
e 16x2 – 1 f 4x2 – 9
5 a (x + 2)2 b (x – 3)2 c (x + 6)2 d (x – 2)2 g 16x2 – 49 h (ax)2 – b2
6 a (x + 2)(x – 2) b (x + 4)(x – 4) 11 a 6x2 – 6 or 6(x2 – 1) b 714 cm2
c (x + 12)(x – 12)
12 a 16xy – 4x – 4y + 1 b Scale factor is 4.
Solving quadratic equations 13 a (2x + 1)(x – 4) b (3x + 2)(x – 2)
1 a x = 0, x = –6 b x = 0, x = 4 c (5x + 12)(x – 3) d (–5x – 4)(x + 2)
c x = 0, x = 8 d x = 0, x =7 e (–3x – 24)(x – 2) f (2x – 3)(x – 4)
e x = 0, x = –5 14 a (2x – 1)(2x + 3) b (6x + 4)(x – 2)
2 a x = –2, x = –1 b x = –1, x = –4 c (2x + 1)(2x – 1) d (4x + 1)(3x – 3)
c x = 2, x = –5 d x = 4, x = –3 e (4x – 3)(3x + 2) f (9x – 1)(x + 3)
e x = –4, x = –5 f x = 9, x = –2 15 3x + 5 and 2x – 3
g x = –6 h x = 8, x = –2 16 2(x + 1) and 2x + 7
3 13 and 10 17 a x = –8 and x = –2 b x = –18 and x = –2
4 a 16 b 11 c x = –5 and x = –1 d x = –14 and x = –2
e x = –10 and x = –4
18 n = –3 or n = 5
19 21 and 26
20 17 and 18
21 8 seconds
22 8.5 seconds
3 2 1 2
23 a x = 
and  b x=  and
2 3 3 3
5 3 2
c x=  and d x = –11 and 
2 4 5
8 8 5
e x=  and f x = –2 and
3 3 8
3 Unit test
1 a 27, 32, 37 b 5, 2.5, 1.25
c –81, –243, –729
2 a x2 – 25 b x2 – 100 c a2 – b2
3 a x2 + 4x + 3 b x2 + 18x + 77
c x2 + 16x + 39 d x2 + ax + bx + ab
4 a x2 + 6x – 16 b x2 – 16x + 60
c x2 – 6x – 27 d x2 + ax – bx – ab
5 a x2 + 10x + 25 b x2 – 8x + 16
c x2 + 2ax + a2 d x2 – 2ax + a2
6 2, 4
7 a −3 and −300 b −1 and 197
8 a 2x2 + 3x – 14 b 4x2 – 17x + 15
c 4x2 – 4x – 15 d 6x2 – x – 12
9 8x2 + 26x – 7
10 a 19 b 2n – 1
11 a x(x + 6) b (x + 3)(x + 9)
c (x + 4)(x + 5)
12 a (x + 6)(x – 5) b (x – 4)(x + 3)
c (x – 8)(x – 3) d (x + 9)(x – 6)
13 a (x +12)(x – 12) b (p + q)(p – q)
c (2x – 6)(2x + 6) d (x + 4)2
14 a x = –4 and x = 3 b x = 2 and x = 5
c x = –5 and x = 1
15 No. T(n) = 2n2 + 4 reduces to n = 178 ,

which does not have an integer solution.
4 Not drawn to scale.
Unit 4 Constructions
4.1 Constructing shapes
1 a Cube
b Square-based pyramid
c Triangular prism d Cuboid
2 a Not drawn to scale. 5 a Students’ own accurate drawings
b Yes, the ladder makes an angle of 68° to the
ground.
b Not drawn to scale.

a
4.2 Constructions 1
1
2 a Rhombus b 2
c, d
3 a, b, d 8 Not drawn to scale.
a
c Rhombus
e Midpoint of AC and BD. Cross at right-angles. b
4 a Students’ accurate construction of
perpendicular bisector.
b Students check their answers.
c P is equidistant from A and B.
5 a Not drawn to scale.
b Isosceles
c Students’ accurate construction of
perpendicular bisector
9 a, b Perpendicular bisector passes through P.
d Two congruent right-angled triangles
10 a, b Not drawn to scale.
6 a, b Students’ accurate construction
7 a, b Students’ accurate constructions
c 4m
4.3 Constructions 2 4 Strengthen
1
Constructing shapes
1 Students’ accurate constructions
2 Students’ accurate construction of triangle
3 Students’ accurate construction of triangle

3 a 12 m b 2.5 cm
a i 70° iii 35°
b i 130° iii 65°
a Bisect 60 to give 30°
b Bisect 90 to give 45°
6 a, b Not drawn to scale. 5
c 29.5 m2 (3 s.f.)
7 a Students’ accurate constructions
b 5.1 m
4 Check up
Constructing shapes Constructions
1 Students’ accurate constructions 1 Students’ accurate constructions
Constructions
7 Raafid has not drawn arcs on AB and BC from
point B and used these to draw a second pair of
arcs.
5 Students’ accurate construction
9 15.5 m
10 a, b, c, d Students’ accurate drawings
e Kite
6 Not drawn to scale. 4 a, b Students’ accurate construction
c Students’ own answer. For example:
4 Extend 5 a–c Not drawn to scale.
1 a–d
6 a Not drawn to scale.
c Perpendicular bisectors of sides pass through

the same point P.
d The circle passes through the vertices of the
triangle. It is called the circumscribing circle.
e Students’ accurate construction of triangle b Yes
with obtuse angle 7 a–c Not drawn to scale.
3 a Students’ accurate construction
b Perpendicular is 4.1 cm.
c Area = 21 cm2
c A, B and C are on circumference of the circle.

8 a, b Students’ accurate drawings
c Sector of a circle
9 a 45°
b, c Students’ accurate drawing of octagon
10 a, b, d, e 4 Unit test
2 a Students’ accurate constructions
b A kite
3 a, b
4 a, b Not drawn to scale.

c Angle bisectors pass through the same point.
f

9
12 a Students’ accurate construction of triangle

b, c 12.8 cm
3 a
Unit 5 Inequalities, equations and
formulae
b
5.1 Substitution
1 A4, B5, C6, D1, E3, F2
2 a $152 b C = 72 + 40h c
3 a $230 b T = 65A + 50C

4 a $175.50 b hr + t c P = hr + t d
d $137.50
5 a $1720
b C = 65lw + 8(2l + 2w) e
or C = 65lw + 16(l + w)
or C = 65lw + 16l + 16w
c $1273.50 f
6 a 17 b 36 c 24
d 151 e 62 f 45
4 a x⩽5
g –7 h 100 i 64
j 50 k 70 l −2
7 a 108 b 10 c 48 b x > –4
d 5.5
8 a 0m b 6.4 m c –2 ⩽ x < 6
9 a u = 19 b t=6 c a=2
10 a m = 5 b c = 4.1 d –8 ⩽ x ⩽ –1
11 a 198 b −12 c 236
d 130 e 146 f −62
g 4 h 27 i 6 5 a x>3 b x⩽2 c 6 ⩽ x < 10
6 a x⩾3
5.2 Inequalities
b
1 a 5 b –7 c –5
d –10 e –2 f 32
2 a x=7 b x=9 c x=7 c
d x = 27
7 a x ⩽ 50 b Yes 5.3 Using index laws
8 a –6 < x < 1 1 a –3 b 3 c 4
1 9 7
2 a b c
b 5⩽y⩽8 8 11 3
3 a 56 b 37 c 46
d 79 e 102 f 105
c 1<y⩽4
4 a 1 b 1 c 1
d 1 e 1 f 1
g 2 h 5
d –4 ⩽ x < 8
5 a F b T c T
d T e F f T
9 a 2 < 2x < 14 b 1<x<7 g T h F
6 a 3 b 32 c 9
d 4 e –2 f –16
c 2, 3, 4, 5 or 6
1 1 1
10 a n ⩽ 2 7 a x–3 = b y–6 = c p–1 =
x3 y6 p
1
d z–8=
b n>3 z8
3 6
8 a 3x–2 = b 6y–4 =
c x<8 x2 y4
8 p 4 1
c 8y–7 = d =
d x ≥ −6
y7 3 3 p4
r 7 1 q 10 1
e = f =
9 9r 7 5 5q 10
11 a –2 ⩽ y < 3
9 a 3 b 5 c 4
1
d 3
b 1⩽x<4
5.4 Expressions, equations, identities and

formulae
c 1<n<4
1 a 6xy b 4x3 c 10x2y2
d 15x4y3
d –2 ⩽ p ⩽ 7 2 a 7x + 11 b 5p – 62 c 12m2 – 2m
d 2y2 – 10y + 30
3 a Expression b Formula c Formula
17 d Expression e Expression f Formula
12 a 7 < 3x – 5 < 12 b 4 < x <
3 4 a Equation b Identity c Identity
d Equation e Identity f Equation
5 a Equation b Formula c Identity
c 5
d Formula e Equation f Identity
13 a x > –8 b x < –5 c x≥9
d x>5 e –5 < x < –3 f 3 ⩾ x ⩾ –5
6 a y3 + 5y2 b x4 + 3x2 + 7x 8 a Students’ own answers. lh = 2ab,
c a3 – 8a2 +a d b4 + 5b3 – 6b so l = 2a and h = b, or l = a and h = 2b
e 8p + 10p2 + 2p3 f 24y2 – 6y4 b No, the sides do not need to be whole number
g 6z4 – 24z3 + 54z multiples of a and b.
h 2a4 + 3a3 – 4a2 i 3k4 – 18k2 – 21k
5.6 Changing the subject
7 a 3x3 + 11x2 b 3b3 + 19b2 c 3d4 − 6d
1 a x=4 b x = 24 c x=4
d 3y3 + 4y2 – 2y e 5z4 – 4z3 – 7z
d x=2
f p3 + 3p2 + 50p g 46q + 34q2 – 45q3
2 a 7(x + 2) b 3(3y – 2) c 4a(b + 2c)
h 16a2 + 6a3 – 2a
d 3x(x – 3y)
8 3x3 + x(4x2 + 9x) = 3x3 + 4x3 + 9x2 = 7x3 + 9x2
7x2(x + 3) – 12x2 = 7x3 + 21x2 – 12x2 = 7x3 + 9x2 h
3 a x=y–5 b x = z + 12 c x=
∴ 3x3 + x(4x2 + 9x) = 7x2(x + 3) – 12x2 5
9 a 22 + 22 = 4 + 4 = 8 d x = 4k
23 = 8; so 22 + 22 ≡ 23 F
4 a i a= ii 8
b No, it is only true when x = 2 m
10 x × x × (x + 7) = x2(x + 7) = x3 + 7x2 F
b i m= ii 3.5
11 a 4(x + 2) b 4x(x + 2) a
c 4x2(x + 2) d 2x(3 – x2)
y 3 t 9
e y2(1 + 5y) f 3y3(3y2 – 1) 5 a x= b x=
2 5
g 5y2(2y2 – 1) h 3y5(4y2 + 3)
v  8m
12 a 3(x + 2y + 3z) b y(x + 5 + z) c x=
3
c x(x + 6y + 9z) d 5x(x + 2y + 3z)
e x2(x + 2y + 5z) f 4y(3x – x2y + 2z) 6 a y = 5x + 12 b y = –4x + 11 c y = 3x + 9
13 a Possible answer: C A A
7 a r= b r= c r=
3x2y + 12xy2 + 9xy = 3xy(x + 4y + 3) 2  4
b No, there could be a lot of different answers to
the question. V
d r=
These two parts could have different values: h
3x2y + 12xy2 + 9 = 3xy(x + 4y + )
1 2A
for example, 8 a A= (a + b)h b a = –b c 9
2 h
3x2y + 12xy2 + 9xyz = 3xy(x + 4y + 3z)
or 3x2y + 12xy2 + 9x2y = 3xy(x + 4y + 3x) 9 5 cm
10 a She has cancelled 2πr but she can’t do that
5.5 Solving equations because there is no 2πr term with A.
1 a y = –2 b p = 11 c y = 11 b 6.20 cm
2 a x=7 b x=9 c x=4 p 10  t 17
d x=7 11 a x = b x= c x=
5k m 1 y4
3 6
mr
4 x = –5, perimeter = 36 d x=
r  m2
2
12
5 a x=7 b x=
13
c x = 11 2v  ev
12 a u = b 5
d x = –7 6e  1
11x - 10 7 x + 46 13 a y = (a – 2b)2 b y = (T – 2x)2
6 a = b x = 30
10 8
c y=
kL  2kx 2
c 32° d 116° 5
7 16
Equations and identities
b2
14 a k = mw2 b e= 1 18 a x = 5 b x = –3
a2
19 a 2 b 12
2d
15 a a = 2 b 3.125 ms–2 c 2s 20 x = 22
t
21 a Identity b Equation
5 Check up
Substitution and formulae 5 Strengthen
Substitution and formulae
1 a 5 b 180 c 83
d −12 1 a 22 b 45 c 150
d 83 e 20 f 14
2 a $160 b dx + f c T = dx + f
g 24 h 28
d $245
2 a Carrie
3 8
b Dai has written (−2)2 = −4 and it should be 4.
4 a t = 20 b v = 1.6 He has also written −4 × −3 = −12 and it
should be 12.
y+9 A
5 a x=u−v b x= c x= c 36
4 7
3 a 50 b 82.4 c 23
a+b pq
6 a x= b x= c x = 2T2 d −4
y -1 p2 - q2
4 a 14 b 69 c 95
Inequalities d 282 e 12 f 1
7 a x<3 b 3⩽x<7 5 a i $54

ii $120
8 a
b cd c T = cd d $95
6 a 5 b 15
7 a p = 12 b p = 11 c m=3
b
d m=4 e u=2 f u=9
y y- c h+2
8 b x= c x= d x=
9 a x<3 b y < –3 3 m g
c –2 < y < 4 d 6 > x > –3
T h
e x= f x=
10 a n < 2 b x>4 2 p
c –1 < y < 4 d –2 < n < 4
c nm 8
11 a x < −2 b x>6 9 a x= b c
5- b p 1 7 y
c No solutions d –7 < x < 4
cd 9M 2
Expanding, factorising and indices a  b2
2
2
d e x  4R2 f
12 4
13 x–2
14 a y4 + 7y2 b 2x4 + 5x3 – 7x2
15 4x3 + 32x2
16 a 3x(3 – x2) b 5y4(4y2 + 3)
c 3(3x + 4y + 6z) d x(x + 8y + 2z)
17 a She hasn’t factorised fully as the highest
common factor is 4xy2.
b 4xy2(2x – z)
Inequalities Expanding, factorising and indices
1 a ii b iv c iii d i 1 a d3 + 8d2 + 6d b a4 + 9a3 – 2a2
2 a C b B c 6b3 + 8b2 + 16b d 3c4 – 2c3 – c2
3 a x ⩽ –1 2 a 3a3 + 16a2 b 2y3 + 5y2 + 13y
b x≥3 c 5a3 + 5a2 – 12a d 2b3 + 14b2 + 27b
3 a 125a3 b 9b2 c 16x4
x2 y2 b3
c –3 ⩽ x < 4 d e f
49 81 8
d –7 ⩽ x ⩽ 0
1 1 1
4 a b c
22 23 x2
4 a x<5 1
d
y3
b n > 13 1 1 1
5 a x−1 or or b y−2 or
x1 x y2
1 1
c z−5 or d w−6 or
c y⩽5 z5 w6
6 a 3 b 4x c 5x2
d z ⩾ –5 7 a 5(2x + 1) b 3x(4 – 3x)
c 5y y + 2)
2(5 3 d 2a(7a2 – 5)
e b (1 + 3b2)
2 f 6c2(2 + 3c)
e n<2
8 a 2(2x + 7y + 4z)
b x(x + 3y + 5z)
f z>6 c 3a(a + 3b – 2c)
d 5m(n + 3m + 2m2)
e 4wx(2x + w + 3)
5 a –3 ⩽ y ⩽ 6 f 6b(1 + 4ab2 – 2c)
Equations
b 2<x<8
1 a x=4 b x=3
2 a 4(- 8 - 5x) = - 3x + 2
c 15 ⩾ x > –5
b x = −2
c 8
d –5 ⩽ y < 6 3 a 6 b 2(2x +3) c 5x + 2

d x=4
4 a x = −1.5 b x=3 cx=4
e 5>n>2
Enrichment
1 x=2
6 a x>5
b y < –6 2 a ( x + 2) = ( x - 4)
c x⩽3 5 3
d y ⩾ –8 b x = 13
e –2 > x > –9
f –5 ⩽ x ⩽ 3
5 Extend 1
8 a n⩽3
1 a A5 4
B2
C3
D1 7
b x<1
E6 8
F4
b Card 7 with value 12 has not been used.
Expressions with value 12 include: 1 2
c 2 ⩽x<3
d + i + g, 2h 2 - cg, (bc) 2 - ae - (i + 1) 3 3
2 a x=5
b Yellow rectangle = 16 cm2, 1 4
d 1 >n> -
Grey rectangle = 32 cm2 5 5
9 11 4
3 a b c
3 3
2x 3x 7m4
1 1 4 9 a 4 b 12.5 c 14
d e f
5 4 3xp
y x 10 Carlos is correct. If you multiply three negative
numbers together, you always get a negative
1
4 a x4 number, so 3x2y and z3 will both be negative for
3 all values of x, y and z.
11 a 80 b 8 c 15.99
1
7 d −80 e 100 f
8
b x5
8 16 5
g h -
5 6
12 a i 12 ii 20
1 b i 15 ii 48
c x4
3 c 9
x P
13 a m= b m= c m = 2lr
2h gh
4
d x2 4 xy
5 d m= e m= ± y
3
f m = ± x - 2n
1 1 1 yz
5 a w ⩾2 14 a x = b 
2 y 8 x yz
1 yz = x(y + z)
b i 3 ii 3 litres
4 yz
x=
3 yz
c i 4 ii 3 litres
4 qp 5km
c x= d x=
6 a 0.2 ⩽ x < 0.8 3 p  2q m  3k
2s 2s
15 a i a= ii t =± b s = 45
2 a
t
b –1.5 < x ⩽ 2.5
7 10< 8x ⩽ 30
3x - 4 4x + 8 14 x = 5
16 a i ii
5 8
F g +5
15 a x = m – t b x= c x=
3x - 4 4 x + 8 a 3
b = c x = 18
5 8
T
d i Pentagon side = 10, octagon side = 10. d x=
r
ii Pentagon perimeter = 50
Octagon perimeter = 80 wr
16 t
1 2
17 x = 3
2 p 13 5d
17 a x= b x= c x=
12 - y m- n 2
a - b
18 a P = r(π + 2) b 6.4 cm
48 ( Pr )3
19 a y= b y = 6, Kyle 22, Gina 66. d x=
9- a 3
6 4 5
c y =6 , Kyle 24 , Gina 73 .
7 7 7
d When a = 6, y = 16. Gina would be 156, which
is impossible.
20 A = πR2 – π(R – x)2
= πR2 – πR2 + 2πxR – πx2
= 2πxR – πx2
= πx(2R – x)
5 Unit test
1 a 14 b 5 c 44
d 6
2 a $2700 b px + hy c T = px + hy
d $3740
3 x=7
4 a x = –3 b 24 kg
5 a
6 a –3 < x < 3 b –3 < x ⩽ 3 c x ⩽ –3

d x ⩾ –3
7 35
8 q–7
9 a T b F c F
d T
10 a 68 b 31
11 a 8(3x + 1) b 3x3(4 – 3x2)
c y(y + 15x + 10z) d 2x(2x – 7y – yz)
12 m = 4
13 a x < 4 b y ⩽ –1 c 10 > x > 6
d –4 ⩽ x < 2 e x<6 f x>5
Unit 6 Collecting and analysing data
10 a 150
6.1 Planning a survey
b i Biased – Y10 students alone do not
1 a kilometres (km) represent whole population; every member
b centimetres (cm) or millimetres (mm) of the population is not equally likely to be
c metres in the sample.
ii Not biased
2 100 times; Because experimental probability
approaches theoretical probability as the number iii Biased – only students who like what is
of trials increases, a greater number of trials is currently on offer will be included in
more likely to reveal a structural bias. sample.
iv Biased – only students who do not like
3 a metres b cm c metres
what is currently on offer will be included in
4 a B (nearest second) b A (nearest gram) sample.
c B (nearest 1 mph) c Primary
5 a Nearest millisecond or second 11 a Restrictive, because not all possible options
b Nearest litre are included; expand the options to include
bicycle, motorbike, boat, aeroplane,
c Nearest milligram (mg)
helicopter.
6 a i Secondary b Leading, because it suggests using car less
ii Download data from Australian website because of cost; replace with ‘During next
b i Primary year do you expect to use your car: less
frequently, more frequently, with about the
ii Survey – ask people outright
same frequency?’
c i Secondary
c Vague; replace with question about specific
ii Download data from Indian website activities, for example, ‘At weekends, which of
d i Secondary these activities do you usually engage in:
ii Download data from New Zealand website shopping, sport, reading, walking, watching
TV, using a computer, cooking, other
e i Primary
housework, other hobby?’
ii Survey – give questionnaire to random
d Leading, because it suggests the answer
sample of population
‘Yes’; replace with unbiased question such as
f i Primary ‘Does the bus service need to be improved?’
ii Survey – observation of random sample e Restrictive, because not all possible options
7 a i 5000 are included; expand the options and make
response appear obviously subjective. For
b iii 1 000 000
example, ‘Do you believe that the main cause
c ii 6000 of bad behaviour in lessons is: some students
8 The sample is likely to be biased because the have general problems, the lesson is too long,
fraction of the sample consisting of children is the lesson is not interesting, the lesson is too
likely to be greater than in the general population; hard, the lesson is too easy, the teacher is not
children like pet shops. strict, the class is too big, the classroom is not
comfortable, an unknown factor?’
9 This may be a time when the library is unusually
f Leading, because it suggests the answer
busy, with students going to the library at that
‘Yes’; replace with unbiased question such as
time every week, straight after school.
‘Should more people become vegetarians?’
g Vague; replace with question about specific
kinds of food, for example, ‘Which of these
kinds of food forms the greatest part of your
diet: fruit, vegetables, bread or cake or biscuit
products, meat, fish, dairy products, pasta or
rice?’
12 1 a Population: every patient visiting A & E of a 4 a Students’ frequency table with 4–5 equal
UK hospital during unspecified time width classes, e.g.
interval (possibly previous year). Mass, m (kg) Frequency
b Sample is not random because Saturday 50 ⩽ m < 65
nights may be quite unlike other times of
the day and other days of the week. 65 ⩽ m < 80
2 a Population: every person currently living in 80 ⩽ m < 95
Denmark. 95 ⩽ m < 110
b Sample is not random because not every
person living in Denmark has an equal b i
chance of being in the sample. Age (years)
3 a Population: every teacher in a UK
10–29 30–49 50+
secondary school.
50 ⩽ m < 70 2 2 2
Mass, m
(kg)
teacher in a UK secondary school has an 70 ⩽ m < 90 0 5 5
equal chance of being in the sample.
4 a Population: every teacher in a UK 90+ 0 3 1
secondary school. 1 1
ii 2 iii 10
or 10% iv 2
or 50%
teacher in a UK secondary school has an 5 Students’ own two-way tables, e.g.
equal chance of being in the sample. Language
French Spanish Mandarin
6.2 Collecting data Year 8
Year
1 a
Year 9
Age Tally Frequency
0–10 3 6 a Discrete
b Students’ frequency tables with 4–5 equal
11–20 8 width classes, e.g.
Number of customers Frequency
50–99 1
21–30 14
100–149 5
31–40 10 150–199 17
200–249 7
40+ 15
c Answers will depend on table drawn in part b.
b 30% For table above, answer is 150–199.
2 a 0.5 ⩽ l < 1 b 0 < l ⩽ 0.5 7 a Students’ frequency table with 4–5 equal
width classes, e.g.
3 a 42% b 15 c 21 : 29
26 Mass of parcel Frequency
0⩽m<2 2
2⩽m<4 3
4⩽m<6 4
6⩽m<8 4
8 ⩽ m < 10 2
b Answers will depend on table drawn in part a.
For table above, answer is 4 ⩽ m < 6 and
6 ⩽ m < 8.
8 a Most people will agree.
b Students’ own answers
9 a i e.g. There are gaps between the groups 2 a 4 or 5 times, depending on line of best fit
and no option for more than 8 portions. b 75 to 85 years old, depending on line of best
Change groups to fit
 0–2  3–5  6–8  9+ c The data does seem to support the
ii e.g. Most people will answer ‘Yes’. You hypothesis.
need to define a healthy diet as this is d Students’ own answers, e.g.
subjective.
You would need to check the records of
Change to: What have you eaten today?
patients at the surgery generally, not just
iii e.g. Most people will agree. those who have attended the surgery recently
Change to: Are fruit and vegetables good (otherwise the sample is biased). The best
for you?  Yes  No source of information would be secondary
b Students’ own answers. Answers could data (the patients’ records) because patients
include questions like: themselves may not remember or be reluctant
How many pieces of fruit do you eat a to share the information with you directly.
day?  0–2  3–5  6–8  9+ 3 (1, 8); Students’ own explanations, e.g. The
How many portions of vegetables do you outlier might have been caused by a very unwell
eat a day? child but the very young might attend the doctors
 0–2  3–5  6–8  9+ more often and this should be looked into.
What do you consider a healthy diet? 4 a 10.45–11.30 am, 12–2 pm and 4.15–5.30 pm
What have you eaten today? b These might be times when people are not at
10 Students’ own answers work.
c e.g. She should carry out the same survey on
6.3 Calculating averages and range other days of the week.
1 a Mean = 43 ÷ 30 = 1.43 5 a She has not used the points in the middle of
b 7 the group.
2 a 2400 miles b 653 miles (3 s.f.) b
3 a 30 000 km
b 1 235 000 ÷ 100 = 12 350 km
4 a 54 b 27th c 400 < L  800
d 0 < L  400
e i Mean = 41 600  54 = 770 miles (3 s.f.)
ii Range = 3200 miles
6.4 Displaying and analysing data

1 a, c
6 a, b
b Positive
c e.g. Leisure centre B is busier over lunchtime,
but leisure centre A is busier mid-morning and
mid-afternoon.
7 a 3 minutes 6 Check up
b Students’ frequency table with 4–5 equal Planning a survey
width classes, e.g. 1 a A – primary data; B – secondary data
Time spent on homework, Frequency
b 200 students
t (minutes)
10 < t ⩽ 25 3 Collecting data
25 < t ⩽ 40 8 2 C 200
40 < t ⩽ 55 6 3 400
55 < t ⩽ 70 2 4 a A – primary data; B – secondary data
c Frequency polygon using answer to part b, b Sample will be biased because Fiona has
e.g. given the questionnaire only to Year 10
students.
c She could reduce bias by giving
questionnaires to 10% of students in each
year group.
5 a Overlapping groups
b Leading question, as people are likely to
agree.
6 The phrase ‘too much’ is not precise enough.
Students’ answer should have a question like
‘For how many hours do you watch TV each
day?’ along with a tick box answer section that
starts at zero hours and has no overlaps or gaps.
d Class with highest frequency from table in part 7 Students’ frequency table with 4–5 equal width
b, e.g. 25 < t ⩽ 40 classes, e.g.
Mass, g (grams) Frequency
e Accurate values: range = 43 minutes;
mean = 38 minutes 60 ⩽ g < 70 3
Estimated values from frequency table in part 70 ⩽ g < 80 10
b: range = 60 minutes; mean = 38 minutes
f 80 ⩽ g < 90 5
90 ⩽ g < 100 2
Calculating averages and range

8 a 615 ÷ 50 = 12.3 kg b 6 kg
9 Girls: 4265 ÷ 50 = 85.3 cm
Boys: 4400 ÷ 50 = 88 cm
g Class with highest value from frequency

polygon in part f, e.g. 40 < t ⩽ 55
h Accurate values: range = 42 minutes;
mean = 43.35 minutes
Estimated values from frequency polygon
in part g: range = 60 minutes; mean =
43 minutes
i e.g. Using the accurate range and mean:
Class 3C spent longer on their homework than
2B. The range of times was higher for class
2B.
Displaying and analysing data 5 a Not everyone visits a health club. Therefore,
not every member of the population has an
10 a
equal chance of being in the sample.
b Not everyone goes into a health food shop.
Therefore, not every member of the
population has an equal chance of being in
the sample.
c Most people are not in an old people’s home.
Therefore, not every member of the
population has an equal chance of being in
the sample.
6 a Both 0–10 and 10–20
b The groups overlap.
c 0–9 cm, 10–19 cm, 20–29 cm
7
Time, t Tally Frequency
(minutes)
20 < t ⩽ 30 1
30 < t ⩽ 40 3
b On average, butterflies have a longer lifespan 40 < t ⩽ 50 2

than moths (with an estimated mean of 12.3
days versus 10.7 days). 50 < t ⩽ 60 2
11 a (5, 1)
60 < t ⩽ 70 2
b e.g. Student might have driven off road or had
a parent teach them. 8 Students’ frequency table with 4–5 equal width
c 2 classes
6 Strengthen Calculating averages and range

Planning a survey
1 a 1000 m b 650 m c 350 m
1 a Primary b Secondary d 36
2 500 e, f
3 a 100 b B the nearest 10 minutes
Midpoint of
Frequency
c No. Year 11 students probably spend more

class
time on homework than students in other Height, H Frequency ×

years. He needs to ask students from all the (metres) midpoint
years in the school.
Collecting data 650 < H ⩽ 700 7 675 7 × 675 = 4725

1 C 500 700 < H ⩽ 750 11 725 11 × 725 = 7975
2 a 100 b 2000 c 20 000 750 < H ⩽ 800 6 775 6 × 775 = 4650
d 100 000 800 < H ⩽ 850 4 825 4 × 825 = 3300
3 a Secondary data b Primary data 850 < H ⩽ 900 4 875 4 × 875 = 3500
c Primary data
900 < H ⩽ 950 3 925 3 × 925 = 2775
4 i a too unclear/too many possible answers 950 < H ⩽ 1 975 1 × 975 = 975
b leading question
36 27 900
c not all options included
g Estimate of the mean
d leading question = 27 900 m ÷ 36
e too unclear/too many possible answers = 775 m
ii Students’ own answers 2 a 50 minutes b 21 minutes
Displaying and analysing data 6 Extend
1 Put a cross on the midpoint of the top of each 1 a Should collect B, C, D and E
bar, and then join them with straight lines. B This might show any trends in the data, so it
should be recorded. (It would be best to use
2 a, b
groups, since some people might be
embarrassed about giving their age.)
C Level of satisfaction with the company (with
options)
D Number of years with company (with groups
as people might not remember)
E How their working conditions should be
improved (with space for a written answer and
some suggestions)
Should not collect A. It is better for a survey to
be anonymous so that people will be honest.
2 a
3 a Positive correlation
b i 27.5 seconds
ii 29 seconds
iii 28 seconds
c Yes; the point (20, 25)
4 a, b, e
c In 2006 the modal distance travelled was

2 metres greater than in 2004, and more
people achieved it even though there were
c i Approximately 27% 2 fewer contestants. The greatest and second
greatest distance classes contain the same
ii Approximately 50%
number of contestants in both years.
iii Approximately 95% In 2006 the modal airtime was also greater
d i Approximately 60% than in 2004. In 2006, in general, more people
ii Approximately 40% achieved the longer airtimes, but this was not
true for the longest distance.
iii Approximately 70%
d For most contestants, greater distance
e Outlier 91% Mandarin, 25% maths
travelled corresponded to longer airtime.
Enrichment
1 a Table B b Table C
3 a The question suggests an answer. 7 a No b No
b e.g. c Company A: mean = 3.4%;
Which facilities do you use? Tick the most Company B: mean = 3.5%
appropriate box.
 Play parks  Library
 Sports centre  Park
 Playing fields
Do any of these facilities need improvement?
Tick the most appropriate box.
 Play parks  Library
 Sports centre  Park
 Playing fields
Are there any further facilities you would like
to see in this town?
Students could choose either company A or
4 a Question A: too vague, needs specific time company B.
options. Arguments for company A: steadier rate of
Question B: too vague. interest, never drops to zero, money safer,
Question C: leading question that encourages good short-term investment
the answer ‘yes’. Arguments for company B: slightly higher rate
of interest on average, more risky but higher
b Replace Question A with Question U.
income over the long term, good long-term
Replace Question B with Question Q. investment
Replace Question C with Question W.
8 a Table 1: 20 ⩽ b < 40 Table 2: 30 ⩽ b < 45
5 a 3395 ÷ 110 = 30.9 to 1 d.p. b 30–39 b Table 1: 80 Table 2: 75
6 a c Table 1: 35.6 Table 2: 37.8
9 a The vertical axis of Graph A is not a frequency
scale because the total number of UK voters
is different and unknown for each election
year. The percentages represented by the
dots on the diagram are not percentages of
the same number. Therefore, this polygon
does not compare frequencies; it was not
made by joining the midpoints of a frequency
b Asia: 0 ⩽ a < 20; Europe: 20 ⩽ a < 40 diagram. Therefore, Graph A is not a
frequency polygon.
c Asia: 30.9 years; Europe: 40.1 years
b 3355 ÷ 50 = 67.1%
d Students’ own answers, e.g.
A higher proportion of the population is less 6 Unit test
than 20 in Asia than in Europe.
1 a A: groups overlap; B: leading question
The mean age is lower in Asia than in Europe.
b A: Change categories to
A greater proportion of the population are over
80 in Europe than in Asia.  0–2  3–5  6–8  9+ (or similar)
B: Who has most accidents, men or women?
2 a B (nearest 1 mph)
b Students’ frequency table with 4–5 equal
width classes, e.g.
Speed, s (mph) Frequency
0 < s ⩽ 10
10 < s ⩽ 20
20 < s ⩽ 30
30 < s ⩽ 40
40 < s ⩽ 50
50 < s ⩽ 60
3 8 a i 80 ⩽ p < 120
Tennis Badminton Squash ii 120 ⩽ p < 160
Swimming b Airline A: mean = 88.4; Airline B: mean
= 111.6
Athletics c Airline A: range = 160; Airline B: range = 120
Gymnastics d
e Students’ own answers, e.g.

Airline B has more passengers on average.
Airline A has a larger range.
5 a Abingley: 3090 ÷ 87 = 35.52 to 2 d.p.

Brownston: 3000 ÷ 54 = 56.56 to 2 d.p.
b The average number of employees per
company is greater in Brownston than it is in
Abingley.
6 a Estimated range = 2000 metres
b Estimated mean = 4 127 000 ÷ 11 130 =
371 metres (3 s.f.)
7 a Positive b 26ºC c Graph A
d i Answers between 25.5 °C and 26.5 °C
ii Answers between 27 and 28
Unit 7 Multiplicative reasoning
7 a = 37.5 b = 16 c = 20 d = 62.5
7.1 Direct proportion
8 x = 148 m y = 212 yards z = 335 yards
1 a Yes b No c No d Yes
9 a 48 : 162 = 8 : 27 b 118.1 cm
2 a $3.96 b $4.95
c 54.8 cm
3 Majed
Arhan 3.5p / text 7.2 Solving problems using direct
Majed 3.4p / text proportion
4 a
5
1 A: y x B : y = 5x + 4
2
1 3
2 a k b k
2 2
3 a
b Yes.
y
c  9 . All values are the same.
x
x 1
 . All values are the same.
y 9 b Yes.
d The graph is a straight line through (0, 0).
c F = 20a
4 a C = 5t b C = 4x c E = 52x
d m = 2.5x e C = 0.35n
5 a Yes b No c Yes d No
6 a P = 2.42m b $10.16
e y = 9x 7 a R = 17.8P
b 4450 South African rand
5 a 13.5 for each pair b Yes
c £36.52
c Graph of the data with days on the horizontal
axis and cost on the vertical axis. Points 8 a £75 b £6000
plotted. Line through the points. 9 a y = 6x b t = 2.4
d Cost = 13.5 × Number of days
10 a 176.4N b 9.8 m/s²
e £202.50
c i W = 1.6m ii 22.4N
6 a No. The value of F ÷ C is different each time.
11 a i 1120 miles ii 600 miles
b
b 480 mph c 7 hours 11 minutes
7.3 Translations and enlargements 6
1
7 a
2 a
3 Scale factor 2
4 Yes, 4 squares left and 3 squares right is the
same as 1 square left, 2 squares down and 4
squares up is the same as 2 squares up.
2
5 a Translation with vector  
3
 1
b Translation with vector  
 5 
 5 
c Translation with vector  
 6
 x1   x2 
d Column vector to move from   to  
 y1   y2 
 x2  x1 
is  
 y2  y1 
8 11 a
b Same angles
c The lengths are all 2 times bigger in the
enlarged shape.
9 a, b, d
12 a
c Same triangle
e No; a scale factor of 3 will not give the same
side lengths as the other triangle.
10 a
7.4 Negative and fractional scale factors

1 a
2 a 4 a
5 a i scale factor 1 ii scale factor 1

3 2
b i scale factor 3 ii scale factor 2
6 a scale factor 2
b i 1:2 ii 1 : 2
c c The scale factor (2) is the second number in
the ratio (1 : 2).
7 17.0 m
8 a
3 a, b
b 3:1
c enlargement scale factor 3, centre (7, 1)
c They are the same. This means that enlarging

by a negative scale factor is the same as
enlarging by the same positive scale factor
and then rotating 180° about the centre of
enlargement.
9 a i 5 a $560
b Sachita saved the most money.
Juanita saved $560 – $420 = $140
Sachita saved $690 – $483 = $207
6 $120 000
7 $498
8 actual change = $192
192
percentage change = × 100% = 8%
2400
9 2%
10
ii
Item Actual Percentage
profit profit
Hoody $9 75%
T-shirt $3 60%
Fleece $15 50%
Polo shirt $10 125%
11 12%
12 30%
iii 13 a 10.0% b decrease c 5.6% increase
7 Check up
Direct proportion
1 a $20.25 b $16.20
2 a
b Any combined transformation, e.g. rotate

90° clockwise about (4, 2) then translate 6
squares right and 6 squares up.
7.5 Percentage change

1 a 54% b 63.95%
2 a $28.75 b $374.40
3 $47.50 b Yes c Cost = 0.036 × volume
4 3 No. Cost ÷ (toilet rolls) is not the same for 6

Original price and 9.
4 w = 30 x = 18 z = 0.75
Item 1 $70
Item 2 $82 Proportion and problems
Item 3 $285 3
5 a y  0.1875 x or y  x
16
b y = 8.625
Translation Percentage change
6 11 £40
12 a £384 b 12%
7 Strengthen
Direct proportion
1 C
2 a
Enlargement
7 a
b Yes. It is a straight-line graph through (0,0).

c q = 3.5p
3 a c = 3x b M = 2.3x c d = 1.4n
4 a 64 cm b 5 minutes
5 a = 36 b = 35
6 Yes, he charges £18 an hour.
7 a
8 Enlargement scale factor 2, centre (0, 5)

9
b M = 0.625K
c Yes, 24 = 0.625 × 38.4
8 a 3200 tughrik b T = 3200P
c 256 000 tughrik
10 390 mm
Proportion and problems Enlargement
1 a y = kx b c = kr c m = kt 1 a
d p= kq2 e n= kx2
2 a y = kx b 11.25 = k × 4.5 c k = 2.5
d y = 2.5x e y = 25
3 a r = 1.2t b r = 8.4
4 a p  q² p = kq² b 30 = k × 4²
c k = 1.875 d p = 1.875q²
e p = 67.5
Translation b
 5  5 
1 a   b  
 3   3
2
2 a scale factor 2, centre (7, 1)

b scale factor 3, centre (3, 4)
3 a 7 Extend
1 a i 132 500 cm ii 1.325 km
b 39.2 cm
2 a 334.4 km b 7.65 km
3 a P = 4s b C = 2ߨr c A = s²
d P = 2l + 2w or 2(l + w)
4 a
b (0.6, 22)
c Yes. It is a straight-line graph through (0, 0).
5 a Yes b h = 250T c 10.3°C
6 a, b
4 a
5 a 6460 mm b 6.46 m
Percentage change
1 $40
2 a $60 b $120 c $80
3 16 3  4   7   4  7  3
c   d  + = =  
4 a 60 members b 150 members
5  3  2  3 2  5
c 120 members
7
5 a 4% b yes
6 a 25% b 30% c 85%
7 a 25% b 15% c 37%
Enrichment
1 a 70 cm2
b Students’ own answers, e.g. length 10 cm and  x  a c 
8 a   b  
width 7 cm
y b  d 
9 a 24 units 3 a
b
b Yes
4 a = 12.5 b = 138
5 a Yes b m = 25e
6
c 8 units
10 a 29.2 million b 53.2 million
c 82.2% d 58.9%
e No; 13% of 146 million is different from 13% of
140 million.
11 a
7 a scale factor 2 centre (4, 4)

b scale factor 3 centre (1, 6)
8
b Enlargement by scale factor 2 about the

centre (1, 5)
12 a 31.25 b 12.4
13 a 16 b 31.87
14 a 0.06
b i $1260 ii $90 9 a, b
7 Unit test
1 440 km
2 a i Yes ii C = 59x
b i No ii C = 12x + 14
 2 
c  
 3
10 a y = 0.57x b y = 7.41 c x = 29
11 a $13 000 b $437 500
12 a $168 b 6%
13
14 a 16 b 1 : 16
15 40%
Unit 8 Scale drawings and measures
7 a
8.1 Maps and scales
1 a 200 cm b 6.2 m c 1.35 km
2 a 25 cm b 30 cm c 75 cm d 22.5 cm
e 7 cm
3
b Bearing 095°, distance 104 km.

8 a
4 a 1800 m b 1440 m c 5400 m d 720 m

5 a 20 cm b 300 cm c 45 cm d 50 cm
e 250 cm f 450 cm
6 a i 250 m ii 150 m iii 100 m
b 6 minutes
7 a 1 cm on the map is 200 km in real life. b 7 km
b i 300 km ii 540 km iii 900 km 9 a
8 Angle is 78°
8.2 Bearings
1 Angles accurately drawn.
2 a a = 323° b b = 98° c c, d = 70°
3 a 120 km b 6 cm
4 a 090° b 180° c 270° d 135°
e 225° f 315° b 40 miles c 050°
5 a 115° b 295° 10 a 300° b 060° c 140°
6 a, b
8.3 Scales and ratios
1 a 250 m b 400 m c 1 km d 1.5 km
2 a 1:5 b 1:3 c 1 : 15 d 1 : 10
3 a 300 b 150 c 1000 d 1500
4 a 800 m b 1200 m c 900 m d 100 m
5 A iv Bi C iii D ii
6 a i 1.7 cm ii 8.5 km
b i 12.5 km ii 5 km iii 15.5 km
7 a, b 9 Angle BAC = 85° which is equal to angle EDF.
Angle EFD = 30° which is equal to angle BCA.
As all angles are the same the triangles are
similar.
10 12 cm
11 a a = 4.5, b = 2
b c = 2.5 cm, d = 2.4 cm
12 A and C are similar.
8.5 Solving geometrical problems

1 No, they are not similar. The base and height are
c 18 m2 not enlarged by the same scale factor.
8 a 1: 100 b 1 : 500 000 2 x = 5 cm
c 1: 20 000 d 1: 75 000
3 a Vertically opposite
9 a i 400 m ii 2 km iii 10 km b d is equal to b – alternate angles
b i 100 cm ii 20 cm iii 4 cm c c is equal to f – alternate angles
8.4 Congruent and similar shapes 4 a Angle DCE = 47° – vertically opposite
Angle CDE = 74° – alternate angles
1
1 a 2 b Angle CED = 59° – alternate angles
2 b As all angles are the same the triangles ABC
2 a a = c and b = d (vertically opposite) and CDE are similar.
b a = c and b = d (alternate angles) c
3 A and C, B and E are congruent.
4
5 a Angle MPN = Angle QPR – vertically opposite

Angle NMP = Angle PRQ – alternate angles
Angle MNP = Angle PQR – alternate angles
As all angles are the same the two triangles
5 a SAS b SSS c ASA are similar.
6 DEF congruent – SSS b 6 cm
HGI congruent – SAS 6 a Angle AEC = Angle BDC
JKL not congruent because the 93° angle is Angle CAE = Angle CBD = 90°
adjacent to the 4.2 cm dimension, not opposite to Angle DCB = Angle ECA
it. As the triangles have the same angles they
7 Yes – because SAS are similar.
8 a x = y (vertically opposite angles) b 6 cm c 4 cm
b 7 a Angle ACB = Angle AED
Angle ABC = Angle ADC
Angle BAC = Angle DAE = 36°
As the triangles have the same angles they
are similar.
b 14 cm c 7 cm d 3 cm
c Angle AEB = Angle CED (vertically opposite) 8 320 m

Angle BAE = Angle EDC (alternate angles)
Angle ABE = Angle ECD (alternate angles)
AB = CD
As all angles are the same and one side is
equal, the two triangles are congruent.
8 Check up 2 a 2 cm b 6 cm c 20 cm d 40 cm
Maps and scales e 20 cm
1 48 cm 3 a 20 m b 4m c 4 m by 8 m
2 0.5 cm 4 a 100 cm b 200 cm c 460 cm d 840 cm
3 a 250 m b 8 cm 5 a 1.4 km b 1.5 km c 2.15 km
4 1000 m 6 a 1 : 100 b 1 : 20 c 1 : 100 d 1 : 300
e 1 : 100 000
Bearings
5 020° Bearings
6 a 1 a 048° b 075° c 170° d 240°
2 a, b
3 a, b
b 18 km c 285°
Congruence and similarity

7 A and C as they are SAS.
4 a 285° b 000° c 075° d 105°
8 b x = 8 cm c y = 6 cm
5 a, b
9 Angle AED = Angle ACB = 90°
Angle ABC = Angle ADE
Angle A is the same in both
AAA so are similar
10 a Angle DAE = Angle BAC, vertically opposite
Angle DEA = Angle ACB, alternate angles
Angle EDA = Angle ABC, alternate angles
AAA, so are similar
b a = 10 b=3
c i 14 km ii 275°
8 Strengthen
Maps and scales Congruence and similarity
1 1 B
2 b i congruent ASA ii similar AAA
iii congruent SAS
3 a
P Q
5 10
12 x
13 y
b 2 c x = 24, y = 26
4 6
5 a = 16 cm b = 3 cm c = 9 cm d = 6 cm
6 C and E
7 a i Alternate angles ii Alternate angles 6 a Students’ own accurate scale drawing made
iii Vertically opposite angles using an appropriate scale
b They are similar b 40 m2 c 160 d £800
c x = 4 cm, y = 10 cm 7 a 105° b 105° c 35°
8 a BC and DE are parallel because both are at d All angles are the same and all sides are the
right angles to AE. same.
b Angle ABC = angle ADE because triangles 8 a 8 cm b 4.5 cm c 85° d 5 cm
ABC and ADE are similar (AAA). e 45° f 85°
c 2
9 a 5 cm b 15 cm
d 20 cm
10 Memmingen
11 a
8 Extend
1 a, b
b No
12 a Bearing back to port is 230°
b Bearing back to airport is 050°
c 4.5 km
2 a 1: 50 000 b 1 : 500 000
c 3 : 200 000
3 a i 135 km ii 75 km iii 145 km
b 3 hours 40 minutes
c Roads aren’t straight, so the actual distance 13 x = 6 cm, y = 12.5 cm
travelled will be greater.
14 Angle B = Angle D
4 a i 40 J ii 30 J iii 10 J Angle BAC = Angle ACD – alternate angles
b i, ii Angle DAC = Angle BCA – alternate angles
Side AD = Side BC
AAA and a side the same – must be congruent
15 OC is a side of both triangles.
Side OB = OA as both radii so triangle ABO is an
isosceles triangle.
Angle OBC = Angle OAC
Angle BOC = Angle AOC
As all angles are the same and two pairs of sides
are the same, must be congruent.
8 Unit test
1 a 095° b 150° c Kalimnos
2 a 100 m b 250 m c 12.5 m
3 a 3 cm b 8 cm c 20 cm d 0.2 cm
4 a 1000 m b 325 m
5 a 1 cm to 20 m b 8000 m2 c 600 m2
d £40 500
5 a
b 30 km c 260°
6 a a = 80°, b = 6 cm, c = 8cm, d = 80°,
e = 6 cm, f = 35°, g = 80°
b 6 cm side is between angles of 35° and 80° in
A, B and C.
7 a a = 5 cm b b = 12.8 cm
c c = 12.5 cm
8 a a = 7 cm
b b = 9 cm, c = 12 cm
c d = 15 cm, e = 24 cm, f = 21 cm
9 a Angle ACE is the same in both triangles.
Angle BDC = Angle AEC – corresponding
angles
Angle DBC = Angle EAC – corresponding
angles
As the angles are the same the triangles are
similar.
2
b 6 c 5
3
10 Triangle SXT and triangle VXU are congruent.
Angle SXT = Angle VXU – vertically opposite
Angle TSU = Angle SUV alternate angles
Angle STV = Angle TVU alternate angles
Side ST = VU
AAA and side equal, so must be congruent.
Triangle SXV and triangle TXU are congruent.
Angle SXV = Angle TXU – vertically opposite
Angle VSU = Angle SUT – alternate angles
Angle VTU = Angle SVT – alternate angles
Side SV = side TU
AAA and side equal so must be congruent.
Unit 9 Accuracy and measures
14 a A and C will float in water.
9.1 Rates of change
b A, C and D will float in mercury.
1 a 2 mph b 0 mph c 2.5 mph
2 a 2 hours and 15 minutes 9.3 Upper and lower bounds
b 45 minutes 1 a 300 b 250 c 253.1 d 253.10
c 1 hour and 30 minutes 2 4.17 m, 4.22 m, 4.209 m
d 3 hours and 12 minutes
3 a 10.5 km, 11.5 km b 26.5 days, 27.5 days
3 a 40 km/h b 6.25 m/s c 550 mph c 56.65 g, 56.75 g d 295 m, 305 m
d 1.25 m/s
4 65 499, 64 500,
4 0.25 s
5 a 0.646 p/ml (3 d.p.) b 0.634 p/ml (3 d.p.)
5 a 0.075 hours
6 0.255 ⩽ t < 0.265
b 4 minutes and 30 seconds
7 1 decimal place (or nearest tenth of a second).
6 40 minutes
8
7 The latest time Johanna should leave is
approximately 11.20 am. Measurement Degree of Actual value
(Allow 11.20–11.22 am.) accuracy
8 19 minutes (nearest minute) 6.3  0.05

6.3 seconds 1 decimal place
seconds
9 12.5 m/s
5800 m nearest 100 m 5800  50 m
10 324 km/h
11 No. For example: average speed of athlete
2 decimal 0.09  0.005
0.09 km
places km
= 10.2 m/s (1 d.p.) = 36.7 km/h (1 d.p.). This is
faster than Amir's remote-controlled car. 8.0 kg 1 decimal place 8.0  0.05 kg
12 a C b A c 8.3 mph (1 d.p.)
9 120  5
9.2 Density and pressure 10 1.25 g
1 648 cm3 11 a 175 cm, 185 cm b 1400 cm, 1480 cm
2 a 400 mm2 b 0.06 m2 c 300 000 cm3 c 40 cm
d 750 cm3
9 Check up
y Rates of change
3 a x b x = 2 – 3y
10 1 a 20 km/h b 0 c 40 km/h
5 2 37.5 mph
c x d x = 2y - 1
y 3 6 hours
4 Titanium: 4.5 g/cm3 Zinc: 7.1 g/cm3 4 10 m/s
Silver: 10.5 g/cm3 Tin: 7.3 g/cm3
5 43.2 km/h
5 a 0.0060 m3 (3 d.p.) b 10 166 kg
6 12 km = 12 ÷ 8 × 5 = 7.5 miles. At a speed of
c 0.042 kg (3 d.p.) d 8.9 cm3 (1 d.p.) 50 mph this would take 7.5 ÷ 50 = 0.15 hours =
6 0.92 g/cm3 9 minutes. So yes, Duhr does stay within the
speed limit.
7 486 kg
8 10.4 g/cm3 Density and pressure
9 13.5 g/cm3 7 a 72 cm3 b 1.39 kg (2 d.p.)
10 5.4 N/cm2 (1 d.p.) 8 3.8 g/cm3
11 3136 N 9 1500 N/m2
12 13 N 10 14.9 g/cm3
13 1.76 m2
Upper and lower bounds 5 Approximately 17 minutes
11 59.5 g, 60.5 g 6 1.4 g/cm3
12 19.5 m ⩽ height < 20.5 m 7 3.6 km/h
13 11.9 ± 0.05 cm 8 223 seconds, or 3 minutes and 43 seconds
(nearest second)
14 Lower bound 3.145 mm, upper bound 3.155 mm
9 Iron bar has a volume of 4200 ÷ 7.9 = 532 cm2 =
15 a 105 cm ⩽ length < 115 cm
532 ml. Remaining capacity in measuring flask is
b 525 cm ⩽ height < 575 cm c 25 cm 550 ml. The flask will not overflow.
9 Strengthen 10 a 49.5 b 50.5

Rates of change 11 a 612 000 kg b 5 997 600 N
1 a 3 mph b 72 mph c 3 mph c 666 400 N/m2 d 249 900 N/m2
2 8 minutes and 20 seconds 12 No. 1500 × 10.5 = 15750 < 15800
3 2 hours and 30 minutes 13 He is incorrect. The pressure would double.
4 80 km/h 14 Students’ own answers. For example, if the mass
of each box is out by 0.5 kg then the total mass
5 28 800 km/h of many boxes could be out by a lot more.
Density and pressure 15 a 500  5 g

b 4000  40 g (or just 40 g)
1 a 6980 kg/m3 b 21.4 g/cm3
c 62.5 ± 0.625 g (or just 0.625 g)
2 10 800 kg
16 a 0.00504 m3 b 5950 kg/m3
3 11 300 kg/m3
17 1176 N/m2
4 5.2 N/cm2
18 0.25 m
5 8 cm2
6 0.00679 m3 9 Unit test
1 a 52.5 g b 51.5 g
Upper and lower bounds
2 395 g ⩽ weight < 405 g
1 86 499 and 85 500
3 51 ± 5
2 a True. The upper bound is 3.5 litres
b False. The upper bound is 3.5 litres 4 7.5 mph
c True 5 2 hours and 30 minutes
3 a 134.5 m, 135.5 m 6 18 km/h

b 4.535 billion years, 4.545 billion years 7 6.4 g/cm3
c 65 mph, 75 mph d 3.75 days, 3.85 days 8 19 000 N/cm2
4 64.05 million, 64.15 million 9 210 cm
5 Actual capacity = 250  5 ml 10 1 ml
Enrichment
1 a Tin b Aluminium
c Magnesium
2 a 196 N b 74 N
9 Extend
1 115 ± 15 yards, 75 yards ± 25 yards
2 Nearest 100 kg
3 No. For example, the oven temperature could be
177.495 °C.
4 58.2 seconds (1 d.p.)
Unit 10 Graphical solutions
10.1 Drawing straight-line graphs
1 A a 1 b (0, −4) c y=x−4
B a −2 b (0, 3) c y = −2x + 3
C a 3 b (0, 0) c y = 3x
2 a 0 b 0
c i The y-intercept of a graph has x-coordinate of 0.
ii The x-intercept of a graph has y-coordinate of 0.
3 Students’ graphs of:
a y = 2x + 3 (goes through (0, 3) and (2, 7)
b y = 2x − 2 (goes through (0, −2) and (2, 2)
c y = 3x (goes through (0, 0) and (3, 9)
d y = 21 x + 1 (goes through (0,1) and (6, 4)
e y = −2x + 1 (goes through (0,1) and (2, −3)

f y = −3x + 4 (goes through (0, 4) and (2, −2)
4 A, E
5 a Any equation of the form y = 3x + ___
b Any equation of the form y = −2x + ___
c y = 3x + 4
d y = −2x − 5
6 a A and D B and F C and E
b A, B and E at (0, 3); C and F at (0, −3)
7 a
x 0 2
y 3 0
2
b Students’ graphs of 3x + 4y = 6
8 a Students’ graphs of 2x − y = −4
b Students’ graphs of 3x − y = 4
c Students’ graphs of y + 3x = 1
d Students’ graphs of 2y − x = 2
e Students’ graphs of x − y = 3
f Students’ graphs of x + y = 5
10.2 Graphs of quadratic functions
1
x −4 −3 −2 −1 0 1 2 3 4
y 16 9 4 1 0 1 4 9 16
2 a 32 b 18 c 2
3 a 11 b −1 c −5
4 a
b The y-axis is a line of symmetry.

5 a
x −4 −3 −2 −1 0 1 2 3 4
y 26 19 14 11 10 11 14 19 26
b, e
c Similarities: line of symmetry, shape

d Differences: cross y-axis at different points
e Crosses y-axis at y = −10
6 a, c
b
x −4 −3 −2 −1 0 1 2 3 4
y 32 18 8 2 0 2 8 18 32
d Similarities: all graphs pass through (0, 0); line of symmetry is y-axis
1 2
e Differences: y = x2 is stretched vertically to give y = 2x2 and flattened vertically to give y x
2
7 a
x −4 −3 −2 −1 0 1 2 3 4
2x2 32 18 8 2 0 2 8 18 32
+ 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10
y 42 28 18 12 10 12 18 28 42
b
c Moves / translates +10 vertically. d Stretches y = x2 vertically and shifts +10 vertically.
8 y = x2 minimum at (0, 0)
y = x2 + 10 minimum at (0, 10)
y = x2 − 10 minimum at (0, −10)
y = 2x2 minimum at (0, 0)
y = 2x2 + 10 minimum at (0, 10)
y = 3x2 minimum at (0, 0)
1 2
y= x minimum at (0, 0)
2
y = −x2 maximum at (0, 0)
y = −2x2 maximum at (0, 0)
y = −3x2 maximum at (0, 0)
9 A: ii y = −x2 + 10 B: iv y = 2x2 − 10
C: i y = x2 D: vi y = −2x2
E: v y = −x2 F: iii y = 2x2
10 a Maximum height of ball launched at 45 is
20 ft (from graph; actual coordinates are
(39, 19.5))
b 7 ft or 40.5 ft
c 9 ft
d 35.5 ft (from the 19 launch graph)
10.3 Simultaneous equations

1 a 3x + y = 75 b 2x + 2y = 44 c 3x + 2y = 10.49
1
2 a x = 15 b x = 22.5 c y = −3 d y
5
3 a x = 3, y = 6 b x = 7.5, y = 22.5 c x = 4.25, y = 8.5 d x = 8.8, y = 4.4
16 64
e x , y
3 3
4 a $0.70 b $3.50
5 a 36 b 18
6 a $3.50 b $7
7 43 programmes 86 ice creams
8 a x = 4, y = 1 b x = 4, y = 8 c x = 8, y = 13
d x = 1.5, y = 3.5 e x = 8, y = 1.5 f x = 5, y = 2
9 a 5 mph b 1.5 mph
10 a a + b = 19, a − b = 7 b a = 13, b = 6
11 a x = 6, y = 3 b x = 7, y = 3 c x = 4, y = 6 d x = 5, y = 1
12 a $1.50 b $12 c $15
13 1 child = $3 1 adult = $7.50
10.4 Using y = mx + c
1 x + 2y = 6
2 a A and F, B and D, C and E

b C and D, B and F
y 4y
3 a x=y+9 b x c x = 3y d x
5 3
5(8  y) y6
e x f x
2 2
4 a 5x+ 2y = 10
5 5
b Gradient =  , y-intercept = (0, 5) c y   x5
2 2
5
d y   x  5 . It’s the same as part c.
2
5 B and E, A and C
7 3 11
6 a i y = 4x + 9 ii y x iii y x3 iv y = −8x + 10
2 2 3
b The line in part iv has the steepest gradient.
7 a Yes b No c Yes d Yes
8 a Parallel b Not parallel c Not parallel d Parallel e Not parallel
9 B, E
10 a y = 3x − 2 b y = −4x + 3 c y = 2x
11 y = 2x − 4
12 y = x − 5
13 a 4 b (4, 9)
14 a (2, 60) and (5, 99) b P = 13h + 34 c Cost per hour d Initial call out fee
15 a V = −1300a + 20 500 b $20 500
10.5 More simultaneous equations

1 a x = 3, y = 3 b x = 2, y = 8
2 a 4x + 6y = 12 b 6x + 9y = 18 c −4x − 6y = −12
3 a 2 b 7 c x = 6, y = 11
4 a x = 7, y = 4 b x = 3, y = 9 c x = 2, y = 5 d x = 8, y = 1
5 a 5x + y = 117 b x + 3y = 43 c i $22 ii $7
6 a $3 b $1.50
7 a 6 hours b 8 hours
8 a x = 2, y = 5 b x = 8, y = 6 c x = 3, y = 7 d x = 1, y = 11
9 Manager = $35 000 Staff = $21 500
10 a 9 calories b 6 calories
11 Company A = $2.43 Company B = $5.61
10.6 Graphs and simultaneous equations

1 a
x −2 −1 0 1 2
y 4 1 0 1 4
b
2 a x = −4, x = −2 b x = 6, x = −3
3 a
b (7, 1)
4 a x = 4, y = 4 b x = 5, y = 4
5 a x + y = 24 b 2x + 1.5y = 43.50
c
d 15 hardbacks, 9 paperbacks
6 a 3x + 2y = 46 and 2x + 5y = 54.50
b
c Adults cost $11, children cost $6.50.

7 a
b 20-second = $2500, 30-second = $4000

8 a
b A burger costs $4, a drink costs $2

9 x = 0, y = 1 and x = −2, y = 5
10 a i
ii
b i x = −2, y = 11 and x = −1, y = 8

ii x = −1, y = 0 and x = 3, y = 8
11 a x = 6, y = 30 and x = −1, y = −5 b x = 1, y = −4 and x = −5, y = 20
c x = −2, y = 4 and x = 4, y = 16 d x = 4, y = 8 and x = −2, y = −4
12 Students’ own answers. There will be no points of intersection on the graphs.
13 a Any equation y = a where a is less than 2
(or various other more complicated options)
b Student solutions solving y = x2 + 2 and equation used in part a student answer, as simultaneous equations.
10 Check up
Quadratic graphs
1 a
x −3 −2 −1 0 1 2 3
y 5 0 −3 −4 −3 0 5
b
2 a y-axis is the line of symmetry

b (0, −5), minimum
Simultaneous equations
3 x = 9, y = 27
4 a 5x + y = 31.50, y = 2x
b Child price = $4.50, adult price = $9.00
5 a x + y = 21 x−y=7
b x = 14, y = 7
6 x = 3, y = 1
7 x = 5, y = 2
Straight-line graphs
3 1 5
8 a i y = 3x − 7 ii y =- x +3 iii y=- x+
2 6 3
b i Gradient = 3 y-intercept = (0, −7)
3
ii Gradient =  y-intercept = (0, 3)
2
æ 5 ö÷
1
y-intercept = ç 0, 3 ÷
ç
iii Gradient = 
6 è ø
9 a Parallel b Not parallel c Not parallel
10 x = 2, y = 0
11 y = −2x + 13
12 i B ii C iii D iv A
13 y = −2x + 3
10 Strengthen
Quadratic graphs
1 a
x −4 −3 −2 −1 0 1 2 3 4
x2 16 9 4 1 0 1 4 9 16
y = 3x2 48 27 12 3 0 3 12 27 48
b (−4, 48), (−3, 27), (−2, 12), (−1, 3), (0, 0), (1, 3), (2, 12), (3, 27), (4, 48)
c
d (0, 0)
e Minimum
2 a
x −4 −3 −2 −1 0 1 2 3 4
3x2 48 27 12 3 0 3 12 27 48
y = −3x2 -48 −27 −12 −3 0 −3 −12 −27 −48
c (0, 0) d Reflection in the x-axis

3 a i y=1 ii y = 2 iii y = 4
b A: ii y = 2x2 B: i y=x 2 C: iii y = 4x2
4 a
x −4 −3 −2 −1 0 1 2 3 4
x2 16 9 4 1 0 1 4 9 16
y = x2 + 5 21 14 9 6 5 6 9 14 21
b, e
c i (0, 5) ii When x = 0, y = 5
d i (0, 10) ii (0, 15) iii (0, −10)
f Translate y = x2 + 10 up 5 units
g i Translate y = x2 + 5 up 10 units
ii Translate y = x2 + 5 down 15 units
5 a
b i (0, 10) ii When x = 0, y = 10

c i (0, 15) ii (0, −10)
6 A: iii y = −3x 2
B: i y = x2
C: iv y = x2 + 5
D: ii y = 3x2 + 10
7 a i (4, 80) ii The arrow is at its highest point.
b 8 seconds
c i t=2
ii LHS = 60
RHS = 40 × 2 − 5 × 22 = 80 − 20 = 60
d t=6
8 a
x −4 −3 −2 −1 0 1 2 3 4
x2 16 9 4 1 0 1 4 9 16
y = x2 + x − 2 10 4 0 −2 −2 0 4 10 18
b
c The graph crosses the x-axis at x = −2 and x = 1

d (x + 2)(x − 1)
e Expressions in brackets give x-axis intercepts.
Simultaneous equations
1 a x = 4, y = 8 b x = 5, y = 20
c x = 24, y = 6 d x = 9, y = 1.25
2 a x + 5y = 28 b x = 3y
c Adults = $10.50, children = $3.50
3 Adult = $18, child = $9
4 a 11x = 55 b It is eliminated.
c x=5 d y=9
5 a x = 5, y = 4 b x = 7, y = 9
6 a x + y = 46, x − y = 20
b x = 33, y = 13
7 a 2x = 16 b It is eliminated.
c x=8 d y=9
8 a x = 2, y = 1 b x = 2, y = 2
9 a x = 5, y = 8 b x = −2, y = 6
c x = 5, y = 1
10 Flat fee = $55 Hourly rate = $23/hr
11 a x = 4, y = 1 b x = 4, y = 1
12 a x = 3, y = 10 b x = 1, y = 1
c x = 3, y = 6
13 Crate = 4.5 kg Box = 2.3 kg
Straight-line graphs
1 a y = 4x + 5 b y = 3x + 7
c y = 2x + 9
2 a i y = 3x + 4
b i Gradient = 3, y-intercept = (0, 4)
7 5
a ii y x
2 2
7 5
b ii Gradient =  , y-intercept = (0, )
2 2
2 5
a iii y   x
7 7
2 5
b iii Gradient =  , y-intercept = (0, )
7 7
5 7
a iv y  x
3 3
5 7
b iv Gradient = , y-intercept = (0, )
3 3
a v y = 4x + 6
b v Gradient = 4, y-intercept = (0, 6)
3 a x=4 b (4, 0) c y = −3 d (0, −3)
e
f A straight line passing through the points marked in part e.

4 a, b, c
d (3, 5)
5 a b c
6 B and D
7 a, b
With y-intercept (0, 1)
y= 1 x + 1 gradient 21
2
y = 2x + 1 gradient 2
With y-intercept (0, −1)
y = −x − 1 gradient −1
y = 2x − 1 gradient 2
c i C ii B iii A iv D
8 Entrance fee = $7 Fee per ride = $0.45
9 a x = 1, y = 3 3 = m + c (1)
b 15 = 7m + c (2)
c m = 2, c = 1
d y = 2x + 1
10 a y = 4x − 7 b y = −3x + 19
11 C = 0.18u + 5
10 Extend
1 a
Radius, r cm 0 2 4 6 8 10
Area, A cm2 0 12.56 50.24 113.04 200.96 314
b
c i Area  150 cm2

ii Radius  5.6 cm
2 a
Speed, v (mph) 0 10 20 30 40 50 60
Skid, s (ft) 0 5 20 45 80 125 180

b
c i 45 mph
d i 90 ft ii 185 ft
3 a x = −4, y = 8 b x = −4, y = 4
7 57
4 y= x
2 2
5 a 2x + 2y = 20 so x + y = 10 Divide all parts by 2.
b 3x + 3y = 30 c 2x = 14 d x = 7, y = 3 e x = 11, y = 1
6 a x + 9y = 343 b x + 6y = 235
c $36 d $19
7 a Translation 10 units up.
b Reflection in the x-axis.
c i Translation 5 units down.
ii Reflection in the x-axis.
8 a
x 0 0.5 1 1.5 2 2.5 3
y −1 −1.25 −1 −0.25 1 2.75 5

b
c 1.25 m
9 a
Time, t (seconds) 0 1 2 3 4 5 6 7 8
Height, h (m) 50 70 80 80 70 50 20 –20 –70

b
c i Maximum height  81 m
ii Time to reach ground  6.5 seconds
10 a A = x(10 − x) or A = 10x − x2
b
c i Maximum possible area = 25 cm2

ii Dimensions  8.2 cm by 1.8 cm
11 a
b 6.4 cm (9 − 2.6)
c i–iii Students’ own answers. iv 2.5 cm
d 8.9 cm (2.5 + 6.4)
12 a x = 4, y = 3 b x = 2, y = 2
13 x = 15, y = 4
14 a x = 6, y = 2 b x = 5, y = 9 c x = 3, y = 7 d x = 0, y = −4
15 a 3x + 2y = 70, 5x + 3y = 113.50
b Adults = $17, children = $9.50
c $81.50
16 Texts = 7 cents, calls = 11 cents
17 a x + y = 45 b 60x + 80y = 3180
c
d 21 water, 24 fizzy drinks
18 a
19 a x = −4, y = −7 b x = 2, y = 3 c Infinitely many solutions d No solutions e x = 0, y = −3

20 a x = 4, y = 6 b x = 16.8, y = 9.8
21 a i x + y = 65, x = 4y ii x + y = 8, x − y = 20 iii x + y = 51, x = y + 19
b i x = 52, y = 13 ii x = 14, y = −6 iii x = 35, y = 16
22 A = $65, B = $38
23 a x = 3, y = 5 b x = 5.6, y = 7.6 c x = 14, y = 7
24 a (x − 1)(x − 7) b (1, 0) and (7, 0)
10 Unit test
1 a
x −3 −2 −1 0 1 2 3
y 23 13 7 5 7 13 23
b
1
2 a y = 2x + 11 b y x7
2
1
3 a i 3 ii
4
b i (0, 7) ii (0, −1)
4 a x = 4, y = 12 b x = 10, y = 5
5 x = 7.5, y = 1.5
6
Point of intersection is (1, 5).

7 a x = 12, y = 4 b x = 6, y = 7
8 y = 3x − 6
2
9 a i y x3
3
5
ii y x6
2
2
iii y  x  6
3
b i and iii
c ii and iii
10 a y-axis is a line of symmetry.
b (0, 10)
c Maximum
11 a A b D c A, C
12 a x = 3, y = 9 b x = 2, y = 7
13 a 14x + y = 36
b 5x + y = 22.50
c x = $1.50, y = $15
14 a x = 9, y = 5 b x = 3, y = 7
15 a x + y = 80 b 40x + 50y = 3350
c
d 65 bouncy balls, 15 yo–yos

16 a
b x = 1, y = −3 and x = −4, y = 12
Unit 11 Trigonometry
5 a 7.9 b 14.9 c 14.5 d 3.5
11.1 The tangent ratio
6 a 32.4 b 16.1 c 18.5 d 21.5
1 a 4.6 b 7.0 c 8.5 d 0.5
7 28.7 cm
2 a 2 b
0.18 c 1
8 5.7 m

d 0.307692 9 15 + 12.72 + 7.95 = 35.7 cm
3 a P = 20 b P=6 c P = 3T d P=2 10 a i tan ii y = 5.5 cm
4 a i BC ii EF iii GI iv JK b i sin ii y = 15.2 cm
v MN c i tan ii y = 2.3 cm
b i AB ii DF iii HI iv KL
11.3 The cosine ratio
v NO
c i AC ii DE iii GH iv JL 8 8
1 a tan   b sin  
v MO 6 10
5 a 0.7 b 1.4 c 3.1 2 5
2 a T = 18 b T = 12 c T= d T=
5 6 7 2
6 a tan   b tan  
8 5 3 a 0.6 b 0.5 c 0.7 d 0.9
6 4 2
c tan   4 a cos   b cos  
4 7 5
7 a 5.3 b 10.8 c 16.7 d 5.0 5 a 9.7 b 21.9 c 11.7 d 2.2
8 a 16.0 b 3.8 c 12.8 d 15.7 6 a 9.4 b 15.3 c 114.5
9 705 m 7 13.9 m
10 5.0 m 8 a 16.1 m b 20.4 m
11.2 The sine ratio 9 38.3 km
1 10 a i cos ii p = 17.6 cm
b i sin ii p = 7.1 cm
c i tan ii p = 10.9 cm
11.4 Using trigonometry to find angles

8 15
1 a sin   b cos  
17 17
8
c tan  
15
2 a x = 11.4 b y = 31.8 c s = 13.3
3 a 72.5 b 64.6 c 65.2
4 a 44.4 b 48.6 c 6.9
5 a 26.6 b 32.0 c 38.7
1 6 a i 48.6 ii 45.6
2 a H = 15 b H = 18 c H= d H=3
2 b i 41.4 ii 48.2
3 a 0.7 b 1.0 c 0.3 c i 59.7 ii 38.7
10 23 7 a 23.6 b 53.1 c 53.1 d 48.6

4 a sin   b sin  
e 61.9 f 39.7
15 32
16 8 30
c sin  
20 9 059
10   tan 1 1  45 and 180  (90  45)  45 , 45 55 6
2 a i ii iii
so the angles of the triangle are 90°, 45° and 45°. 28 48 8
It is an isosceles right-angled triangle.
45 55 6
b i ii iii
11.5 Solving problems using trigonometry 53 73 10
1 a 5 cm b 8.5 cm c 4.9 cm d 11.2 cm 28 48 8
c i ii iii
53 73 10
2 a 15.6 cm b 7.8 cm c 22.2 cm
3 a cos; x = 48.2 b tan; x = 63.4 x
3 a tan 18° = b x = 12 × tan 18°
c sin; x = 47.8 12
c x = 3.9 cm
4 a 112.8 km b 41.0 km
5 33.1 m x
4 a sin 38° = b x = 24 × sin 38°
24
6 23.6 cm2
c x = 14.8 cm
7 21.8
x
8 35.3 5 a cos 53° = b x = 37 × cos 53°
37
11 Check up c x = 22.3 cm
Unknown sides
x
6 a sin b sin 27° =
1 a z b y c x 18
117 44 117 c x = 18 × sin 27° d x = 8.2 cm
2 a b c
125 125 44 7 a 22.1 cm b 6.7 cm c 17.3 cm
3 a 10.6 cm b 11.3 cm c 7.2 cm
Unknown angles
4 a 28.9 cm b 79.3 cm c 34.9 cm
1 a 23.6° b 11.5°
Unknown angles 2 a 68.0° b 25.8°
5 a 61.9° b 41.8° c 48.2° 3 a 31.0° b 16.7°
6 a 32.0° b 16.6° 6 6
4 a tan   b   tan 1
Solving problems 7 7
c θ = 40.6°
7 a 5.6 cm b 10.6 cm
10 10
8 30.5 cm 5 a sin   b   sin 1
15 15
9 036.9°
c θ = 41.8°
11 Strengthen
6 6
Unknown sides 6 a cos   b   cos 1
18 18
1 a–c
c θ = 70.5°
7 a
3
b tan c tan  
5
3
d   tan 1 e θ = 31.0°
5
8 a θ = 53.1° b θ = 60.9° 11 Unit test
c θ = 25.4° 10 24 10
1 a b c
26 26 24
Solving problems
2 a 23.4 cm b 13.3 cm
1 a sin b h = 15.0 m
3 a 22.9 cm b 10.8 cm
2 033.7°
4 54.3°
3 6.8 cm
5 a 38.0° b 52.1°
Enrichment 6 4.1 m
1 a i x = 17.5° y = 72.5° 7 034°
ii x = 36.9° y = 53.1°
8 3.2 m
iii x = 53.1° y = 36.9°
9 a 7.6 cm b 19.5 cm c 74.6 cm2
iv x = 64.2° y = 25.8°
b x + y = 90° in each triangle. This is because 10 23.0°
the two angles must sum to 180 – 90 = 90° in 11 8.7 cm
the right-angled triangle. Furthermore,
b b 12 a 14.1 cm b 35.3° c 17.3 cm
cos x  and sin y  so cos x = sin y (that
c c
is, they are the same for the different non-
right-angles in the right-angled triangle).
11 Extend
1 a 5.5 cm b 13.2 cm c 12.4 cm d 4.7 cm
e 9.4 cm f 25.6 cm
2 a Ɵ = 41.4° b Ɵ = 35.8° c Ɵ = 31.2°
3 2.75 m
4 8.6°
5 a 72.5° b 66.4°
6 058.8°
7 067.1°
8 a 36.8 km b 17.2 km
9 90°, 53.1°, 36.9°
10 h = 26.6 m
11 a 24.8° b 36.9° c 118.3°
12 39.2°
13 a 29.0 m b 6.1°
14 a 9.9 cm b 35.3° c 12.1 cm
15 a 8.5 cm b 49.7° c 6.6 cm
16 Speed = 11.2 m/s or speed = 40.4 km/h
17 216 miles
Unit 12 Probability
3 a
12.1 Set notation and Venn diagrams
H T
1 a 2, 4, 6, 8, 10 b 2, 3, 5, 7 c 1, 8
1 H, 1 T, 1
2 a 12, 24, 28 b 12, 18, 24 c 12, 24
2 H, 2 T, 2
3 a S = {1, 4, 9, 16, 25} b No
4 c 3 H, 3 T, 3
5 a 4 H, 4 T, 4
6 Z = {2, 3, 5} 5 H, 5 T, 5
7 a {4, 16} 6 H, 6 T, 6
b {1, 2, 4, 6, 8, 9, 10, 12, 14, 16} 12 possible outcomes
c {1, 3, 5, 7, 9, 11, 13, 15}
3 1
d {2, 3, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15} b i or or 0.25 or 25%
12 4
8 a
2 1
ii or
12 6
2 1
iii or
12 6
4a
First spin
1 2 3
b i {1, 2, 3, 5, 7, 9, 11, 13, 15}
1 2 3 4
ii {3, 5, 7, 11, 13}
Second
iii {2, 4, 6, 8, 10, 12, 14, 16} 2 3 4 5
spin
9 a True b False c False d True 3 4 5 6
b 9 c 4
12.2 Probability diagrams
1 3 1
5 3 3 d i ii or
1 a b c 1 d 9 9 3
8 8 8
5 6 2
2 1 iii iv or
e = 9 9 3
8 4 e 15
2 a H, H H, T T, H T, T 5 a The Venn diagram shows two events: square
b 4 numbers and multiples of 3. There is no
1 1 intersection of the sets. There is no square
c i or 0.25 or 25% ii or 0.5 or 50% number that is also a multiple of 3.
4 2
b 2 and 5 are neither square numbers nor a
multiple of 3.
2 1 2 1 4 2
c or d or e or
6 3 6 3 6 3
f True because P(rolling a square number) +
1 1 2
P(rolling a multiple of 3) = 3 + 3 = 3 =
P(rolling a square number or a multiple of 3)
6 a Because the intersection is not empty. 12.3 Tree diagrams
1 is a square number and is less than 4.
1
2 1 3 1 4 1 a b 58% c 0.3
b or c or d or 5
6 3 6 2 6
e False because P(rolling a square number) + 3 1 8 2 3
2 a = b = c
2 3 6 2 12 3 16
P(rolling a number less than 4) = + =
6 6 7
d
5 18
whereas P(rolling a square number or a
6 3 A and C
4
number less than 4) = 1 1 1
6 4 a b c
36 12 12
7 a No intersection
5 a 0.95
2 1 3 1
b P(square) = or , P(prime) = or , b
6 3 6 2
1
P(biggest) =
6
6
c =1 d 1
6
8 b and d
9 a
c 0.0025
6 a 0.7
b
19 5 1 25 5
b i ii = iii =
30 30 6 30 6
10 a
First dart
5 20 1
5 10 25 6
Second c i 0.42 ii 0.49
20 25 40 21
dart
7 0.42
1 6 21 2
1 2 4 5
b i ii iii iv
9 9 9 9
11 a H, H, H H, H, T H, T, H H, T, T
T, T, T T, T, H T, H, T T, H, H
1 3 7
b i ii iii
8 8 8
2 1 6 a
8 a b 4 c
5 4 Set 2
d
1 2 3 4 5
1 2 3 4 5 6
2 3 4 5 6 7
Set 1
3 4 5 6 7 8
4 5 6 7 8 9
2 1
e i or or 0.1 or 10% 5 6 7 8 9 10
20 10
12 4
ii or 0.6 or 60% iii 1 b 0.08 c or 0.16
20 25
9 8 3 9 3 7
9     7
12 11 12 11 4 15
12.4 Experimental and theoretical 12 Check up
probabilities Set notation and Venn diagrams
1 1 1 a E = {2, 4, 6, 8, 10}
1 a b
12 2 b Yes as 2 is the first even number
1 5 2 c
2 a b
36 33 3 a
3 A
4 a 200 b 0.265 c 0.25
d Yes. As the experimental probabilities are
close to the theoretical probabilities.
5 3
5 a 6: P(total of 6) = ; P(total of 10) =
36 36
1
b The same (both are )
36
4 2
b =
10 5
8 4
c =
10 5
4 a Experimental and theoretical probabilities
8 a The number of cards × 0.2 must be a whole
number, but 16 × 0.2 = 3.2
12
b
19
12 Strengthen
Venn diagrams and mutually exclusive
events
16 8
b = 1 a i, ii, iii
50 25
Probability diagrams
5 a
1st spin
1 2 3
1 2 3 4
2nd spin 2 3 4 5 b 17
3 4 5 6 10 5
c i ii
17 17
2 5
b i ii 2 a
9 9
c Yes
38 19 12 3
6 a i = ii 
80 40 80 20
21 13
iii iv
80 80 9 7
b i ii
21 18 20 20
b Male aged 25 or over ( vs )
80 80 3 B and D
7 Probability diagrams
c
38 1 a 17
Tree diagrams 17 49
b i ii
7 a 0.3 180 180
b 20 5 40 5
c = d =
92 23 88 11
c i 0.49 ii 0.42
2 a Tree diagrams
3rd 3, 1 3, 2 3, 3 1 a 0.04
Race 1 2nd 2, 1 2, 2 2, 3 b i 0.16 ii 0.16 iii 0.32
1st 1, 1 1, 2 1, 3 2 a
1st 2nd 3rd

Race 2
1
b 9 c
9
5
d (1, 1), (1, 2), (1, 3), (2, 1), (3, 1) e
9
3 a
Spinner 1 4 9 12
b i ii iii
25 25 25
1 1 2 2 3 3
3 0.3324
2 1, 2 1, 2 2, 2 2, 2 3, 2 3, 2
4 2 2 1
2 1, 2 1, 2 2, 2 2, 2 3, 2 3, 2 4 a i or ii or b 5
6 3 6 3
Spinner 2
4 1, 4 1, 4 2, 4 2, 4 3, 4 3, 4
c
4 1, 4 1, 4 2, 4 2, 4 3, 4 3, 4
6 1, 6 1, 6 2, 6 2, 6 3, 6 3, 6
6 1, 6 1, 6 2, 6 2, 6 3, 6 3, 6
There are 36 outcomes.
12 1 12 1 24 2
b i or ii or iii or
36 3 36 3 36 3
c Two even numbers.
d
12 2 2 1
Spinner 1 d i or ii or
30 5 30 15
1 1 2 2 3 3
16 8
iii or
2 3 3 4 4 5 5 30 15
2 3 3 4 4 5 5 5 0.09
Spinner 2
4 5 5 6 6 7 7
Experimental and theoretical probabilities
4 5 5 6 6 7 7
1 a 100
6 7 7 8 8 9 9 b No. 173 is significantly greater than 100.
6 7 7 8 8 9 9 2 a £525 b Every 11.4 months
32
e 5 and 7 f
36
Enrichment 9 Diagram of an 8-sided spinner. All sides the
same length. 1 sector red, 4 sectors green, 2
1 a, b Students’ own answer. For example:
sectors blue, 1 sector yellow.
For example:
2 Assuming that Sunni eats the chocolates,

7 10 0.16
P(two the same) = = 0.46666…so he is
15 11 a 0.04 b 0.42 c 0.4
correct.
1 1 2 1 7
12 a b c = d
12 Extend 8 8 8 4 8
1 a A = {1, 4, 9, 16, 25, 36, 49, 64, 81, 100} 2 1 4
13 a = b
b B = {1, 8, 27, 64, 125} 30 15 5
c C = {1, 64}
4
2 P(> 5) = 15 6
, P(< 5) = 25 14 a No because P(first counter is blue) = and
25 9
Score most likely to be > 5 1
P(second counter is blue) =
3 You are more likely get a total of 6 or more 2
(14 possible outcomes) than a total of less than 6 b
(10 possible outcomes).
4 a 14% b 12.5% c 25
d The experimental probability for a head
92 , which is close to the theoretical
is 200
probability of 100
200
, so the coin seems to be
fair.
If the spinner is fair you would expect a total of
50 for each number. The actual totals are 54,
45, 47 and 54, which are all close to 50, so 20 3 8000 100
15 a ( ) = =
the 4-sided dice also seems to be fair. 38 54872 6859
5 a 12000
b P(W, W, L or W, L, W or L, W, W) =
54872
9600
P(W, W, D or W, D, W or D, W, W) =
54872
So P(winning two of next three games) =
21600 2700
=
54872 6859
12 Unit test
1 a A = {1, 3, 5, 7, 9}
b 0.36
b B = {2, 3, 5, 7, 11}
1 c C = {1, 9}
6
8 2 a (red, red), (red, red), (red, red), (red, red),
(red, blue), (red, blue), (blue, red), (blue, red),
7 a i 1 ii 13
(blue, blue)
6 3
b 20 c or or 0.3 or 30% 4 5
20 10 b P(A) = P(B) =
9 9
8 a 34% or 0.34 c No because event B includes the outcomes of
b 0.34 × 60 = 20.4. Best estimate is 20. event A.
3 a 0.72 b 0.08
4 a
4 6 2
b i ii =
15 15 5
5 a
b 0.45 c 0.575
4 4
6 a b
9 9
7 a
b 0.48

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Unit 1 Significant figures, powers

and standard form

10 100 1000 10000 100000

3 Students’ own estimations to:

8 110 tonnes Planet

Uranus 8.68 × 1025 kg

Sea star 0.06 7 a 10–1 b 3–3 c 3–6 d 7–3

micro 10−6 0.000 001 2 a 30 b 0.6 c 30 000 d 0.08

2 2.4 ÷ 107, 8.9 ÷ 105, 4.6 × 104, 2.1 × 105

Standard form 3 95.7 cm2

1 a 3700 b 25 000 c 810 4 a 116 b 3–6 c 70 d 5–13

1 a 7.8 × 109 b 3.4 × 108 11 a 5 × 10–10 b 1.25 × 10–8

d 8.6 × 104 nm (to 1 d.p.)  8

2.2 Volume of prisms

8 a i π cm ii (4 + π) cm 2.5 Cylinders

10 Yes, 62.8 cm and 31.4 cm 2 a 96 b 3 c 4

11 628 lights 3 96 cm³

2.4 Area of a circle

b πr², πr², 2πrh

2.6 Pythagoras’ theorem

iii 7.3 cm 10 a i 40.8 cm ii 183.8 cm²

4 a 1, 4, 9, 16, … 100 b 3, 12, 27, 48, … 300 1 a 7x + 10 b 6a – 24 c 5z – 9 d –7t + 7

3.2 Geometric sequences 9 a a2 b a2 – b2 c It is b2 less.

1 1 1 3 10 a 2x2 – 3x – 35 b 2x2 – 10x + 12

4 a x = –2, x = 1 b x = –9, x = –6 14 Length = x + 3, width = x – 7

15 No. T(n) = 2n2 + 4 reduces to n = 178 ,

b Not drawn to scale.

3 Not drawn to scale.

2 a, b Students’ accurate constructions

7 Students’ accurate construction

4 Extend 5 a–c Not drawn to scale.

6 a Not drawn to scale.

c Perpendicular bisectors of sides pass through

c A, B and C are on circumference of the circle.

4 a, b Not drawn to scale.

5 Not drawn to scale.

11 Not drawn to scale.

6 Students’ accurate constructions

12 a Students’ accurate construction of triangle

3 a $230 b T = 65A + 50C

5.4 Expressions, equations, identities and

7 a x<3 b 3⩽x<7 5 a i $54

d –5 ⩽ y < 6 3 a 6 b 2(2x +3) c 5x + 2

6 a –3 < x < 3 b –3 < x ⩽ 3 c x ⩽ –3

2 a 2400 miles b 653 miles (3 s.f.) b

6.4 Displaying and analysing data

Calculating averages and range

g Class with highest value from frequency

b On average, butterflies have a longer lifespan 40 < t ⩽ 50 2

6 Strengthen Calculating averages and range

c No. Year 11 students probably spend more

time on homework than students in other Height, H Frequency ×

Collecting data 650 < H ⩽ 700 7 675 7 × 675 = 4725

c In 2006 the modal distance travelled was

e Students’ own answers, e.g.

5 a Abingley: 3090 ÷ 87 = 35.52 to 2 d.p.

7.4 Negative and fractional scale factors

5 a i scale factor 1 ii scale factor 1

c They are the same. This means that enlarging

b Any combined transformation, e.g. rotate

7.5 Percentage change

4 3 No. Cost ÷ (toilet rolls) is not the same for 6

Item 2 $82 Proportion and problems

b Yes. It is a straight-line graph through (0,0).